Te Wharekura o Rakaumangamanga - 01/06/2013

Te Pūrongo Arotake Mātauranga: Arotake Paerewa Te Wharekura o Raakaumangamanga

Ko te puutake o ngaa arotake aa te Tari Arotake Maatauranga, ko te whakatau ki ngaa maatua me te hapori whaanui i te kounga o te maatauranga e whakaratohia ana e ngaa kura, aa, e whakawhiwhia ana ki aa raatou tamariki. E whakautu ana te puurongo a te Tari Arotake Maatauranga i te paatai, “He peehea rawa te whai take o te marautanga a teenei kura ki te whakatiitina i te akoranga a ngaa aakonga – te whai waahi, te ahu whakamua me te paetae?” I runga o taua paatai whaanui, ka puurongo te Tari Arotake Maatauranga i te kounga o te maatauranga me ngaa hua ako ka puta ki ngaa tamariki, me ngaa roopuu tamariki tauwhaaiti, tae atu ki ngaa aakonga Maaori, ki ngaa aakonga noo te Moana-nui-a-Kiwa, me ngaa aakonga whai matea tauwhaaiti. Ka puurongo hoki te Tari Arotake Maatauranga i te kounga o ngaa puunaha aa te kura, hei roonaki, aa, hei whai tonu i ngaa mahi whakapakaritanga.

Nga Whakaaturanga

1 Te Horopaki

He aha ngaa aahuatanga whai take o teenei kura, e whai paanga ana ki te akoranga a ngaa aakonga?

Ko Tainui te waka, ko Taupiri te maunga, ko Waikato te awa, ko Pootatau te tangata. Waikato taniwha rau. He piko, he taniwha, he piko, he taniwha.

E tuu ana te Wharekura o Raakaumangamanga ki te manawa o te Kiingitanga, e paa tata ana ki te awa o Waikato, ki te paa o Waahi, aa, ki eetahi atu waahi whakahirahira, tuku iho hoki ki a Waikato Tainui. Ko ngaa uaratanga o te Kiingitanga, peeraa i te manaakitanga, te whakaiti, te whakapono, te aroha, te rangimaarie, te kotahitanga, me te mahitahi, e whakatauira katoatia ana ki te ahurea me ngaa mahi i te kura. Ka aata kitea, ka aata rangona hoki te reo Maaori o Waikato Tainui.

He tino pakari te hononga tauutuutu ki te iwi. Ka whakanuia e ngaa rangatira o te iwi, ko Te Wharekura o Raakaumangamanga teetahi ratonga maatauranga o Waikato Tainui. Engari, ka poipoi, ka atawhai hoki te kura i aana tamariki katoa, i aana aakonga katoa, noo ngaa waka o te motu.

Ka haere tonu te ngaakau nui, te kawenga hoki o ngaa whakatupuranga katoa ki te kura. He tau te tokomaha o ngaa mema o te ruunanga, aa, he maataatoa hoki te whai waahi atu ki ngaa tuunga i ngaa pootitanga a te poari. Ka hoki mai ngaa aakonga hei kaiako, aa, he whakatupuranga tamariki anoo kua uru mai ki te kura.

Ka tuumanakohia, ka whakatutukihia hoki te wairua auaha, te whakamaatau, me te hiiraurau hopanga, aa, kua roa nei e peenei ana. Ka mahi ngaa mema o te ruunanga me ngaa kaimahi, hei painga moo ngaa aakonga me oo raatou whaanau. Ko taa raatou koromakinga, ko te whakarato i te maatauranga o te kounga kairangi, kia whakatutukihia e ngaa aakonga oo raatou wawata, me ngaa tuumanako hoki i whakatakotohia ai ki te puukete moo ngaa aakonga a Waikato Tainui ka puta i te kura.

2 Te Ako

He peehea te kaha o te kura ki te whakamahi i ngaa paetae kia whai hua ai te whai waahi, te ahu whakamua, me te whai paetae o ngaa aakonga?

“E kore teenei whakaoranga e huri ki tua o aaku mokopuna. Maaku anoo e hanga tooku nei whare.” [Kiingi Taawhiao, i te tauaaki taketake a Te Wharekura o Raakaumangamanga]

He maha ngaa tuumomo aronga o te paetae aakonga. Ko te waiora o ngaa aakonga – aa-wairua, aa-tangata, aa-tinana, aa-hinengaro hoki – te aronga maatauranga.

Kei te mahere rautaki a te kura ngaa whaainga e hono ana ki ngaa paetae maatauranga me ngaa whaainga aa-iwi. Ka whakatakotohia ngaa taumata o ia tau moo ngaa paetae aakonga, aa, ka haangai ngaa taumata a te kura teina ki Ngaa Whanaketanga Rumaki Maaori. Ko ngaa moohiohio i te mahere aa-tau, e aata taautu ana i ngaa aahuatanga kaha me ngaa aahuatanga ngoikore a ngaa akoranga a ngaa aakonga, me ngaa rautaki hoki hei haapai ake i ngaa akoranga ka whai ake. Kua aata whakaritea ngaa puunaha aromatawai o te kura whaanui. Ka whakamahi ngaa kaiako i te whaanuitanga o ngaa tuumomo huarahi aromatawai, hei whakaemi i ngaa moohiohio e paa ana ki ngaa akoranga a ngaa aakonga me aa raatou paetae. Ka aata taatarihia, ka aata whakamaaramahia hoki ngaa moohiohio. E moohio ana ngaa kaiako ki ngaa taumata akoranga a ngaa aakonga, aa, ka whakamahere haere i runga i teenei aahuatanga. He whaanui ngaa akoranga ngaio, te whakawhanaketanga ngaio hoki i whakatutukihia ai hei haapai i ngaa kaiako o te kura teina ki te whakatinana i ngaa tino mahi aromatawai me Ngaa Whanaketanga Rumaki Maaori. Ka whakawhanakehia ngaa mahere maatauranga takitahi, hei whakawhaanui ake i ngaa akoranga ki ngaa aakonga e tino pakari ana. Ko te arotake i ia te waa i te ahunga whakamua o ngaa aakonga, e haapai ana i ngaa aakonga ki te whakatutuki i aua whaainga.

Ko ngaa hootuku e paa ana ki Te Taumata Maatauranga aa-Motu Kua Taea e tohu ana i te ekenga ake o te nuinga o ngaa paetae a ngaa aakonga, i ngaa paetae aa-motu. Ka whakaemi ia tari i ngaa paetae aakonga o Te Taumata Maatauranga aa-Motu Kua Taea, aa, ka whakaritea te taatari o ngaa rerekeetanga hei haapai ake anoo i ngaa whakapaitanga. Ko te tuumanako iti, kia riro i ngaa aakonga katoa te Taumata 2 o Te Taumata Maatauranga aa-Motu Kua Taea. Hei te mutunga o te Tau 12, ka whakatutukihia teenei whaainga e ngaa aakonga katoa ka whai i te Taumata 2 o Te Taumata Maatauranga aa-Motu Kua Taea.

Tiimata ai ngaa aakonga ki te whai i ngaa akoranga ookawa e paa ana ki ngaa puukenga reo matatini o te reo Paakehaa hei te Tau 4. Ka tohu ngaa hootuku i te pai o te ahunga whakamua a ngaa aakonga ki te whakatutuki haere i ngaa whaainga reo matatini. He pai ngaa whakatutukitanga a ngaa aakonga i roto i te reo Paakehaa o Te Taumata Maatauranga aa-Motu Kua Taea, i roto i ngaa aromatawai o roto, o waho hoki, aa, he maha hoki ngaa whakamananga.

Ka aromatawaihia te toenga o ngaa waahanga marautanga katoa, i runga i te angamahi marautanga a te kura.

Ka aata whakamoohiotia ngaa whaanau moo te ahunga whakamua o aa raatou tamariki, naa ngaa puurongo i aata tuhia ai i ngaa waa e rua o ia tau, aa, e hono ana hoki eenei ki Ngaa Whanaketanga Rumaki Maaori. Ko ngaa hui tahi o ngaa maatua me ngaa kaiako, me te noho waatea o te kura moo te whai waahi mai o ngaa maatua, e akiaki ana i ngaa whaanau ki te whai waahi maataatoa ki ngaa akoranga a aa raatou tamariki. Ka puurongo hoki te poari ki te whaanau i te ahunga whakamua o ngaa aakonga i te kura whaanui, i ia waahanga o te tau.

Ko ngaa taangata katoa e whai waahi ana ki te maatauranga, e mau ana i ngaa tuumanako nui kia eke ngaa aakonga ki oo raatou puumanawa, ki tua atu hoki. He tau te whaanau i roto i te whakaaro, kei te aata manaakitia aa raatou tamariki, kei te tuu maaia aa raatou tamariki, aa, he nui hoki oo raatou kiritau.

Te waahanga hei whakawhanake

Te whakawhiti whakaaro ako. Ahakoa he tauaaki ki te angamahi marautanga hukihuki, moo te aromatawai ka whai hua naa te whai waahi mai o ngaa aakonga, he aahuatanga tonu teenei hei whakapakari ake. He mea nui kia whakatairanga ngaa kaiako i taa raatou whakatinanatanga o ngaa rautaki e paa ana ki te aromatawai arataki. Maa teenei, ka maataatoa ake te whai waahi a ngaa aakonga ki te tukanga ako, aa, ka pakari ake anoo taa raatou kookiri i aa raatou ake akoranga.

3 Te Marautanga

He peehea rawa te whai take o te marautanga a teenei kura i runga o te whakatiitina me toona tautoko i te akoranga a ngaa aakonga?

“Ko ngaa poupou o roto he maahoe, he patatee, ko te taahuhu, he hiinau. Me whakatupu ki te hua o te rengarenga, me whakapakari ki te hua o te kawariki.” [Kiingi Taawhiao, i te tauaaki taketake o Te Wharekura o Raakaumangamanga]

Ka tino whakarangatiratia ngaa akoranga a ngaa aakonga, naa te aata whakatinanatanga o te marautanga o te kura.

Ka whakatakotohia te puukete a ngaa aakonga ka puta i te kura, ngaa maatau e tuumanakohia ana moo te tino aakonga o Waikato Tainui, i tana putanga i te kura. Ka haapai, ka whakanui hoki te marautanga o te kura i te maatauranga aa-iwi o Waikato Tainui moo ngaa aakonga. He maarama ngaa hononga ki waenga i te Whakatupuranga 2050 (araa, te mahere rautaki a Waikato Tainui), i te marautanga aa-motu, i te Marautanga o Aotearoa, me te angamahi marautanga o te kura. Ka haangai puu te marautanga o te kura ki ngaa waahi whakahirahira tuku iho e paa tata ana ki te hapori o te kura, kia moohio ai ngaa aakonga ki te horopaki ako. Ka aata tuituia te whakahirahiratanga o ia waahi ki ngaa hootaka akoranga o te kura whaanui. Ko ngaa whaainga paetae i whakaritea ai e te kura, ka whakatakoto hoki i te aronga o te ako me te whakaako. He tuhinga matua te marautanga, e haangai puu ana ki te aahua o te ao e noho nei ngaa aakonga.

He tokomaha ngaa toki ka whai waahi, ka whakatauira hoki ki te kura. Ko eetahi o raatou, ko ngaa puna o te reo me ngaa tikanga o Waikato Tainui, me ngaa rangatira o te iwi, ngaa tuaakana, ngaa aakonga o mua, te whaanau, ngaa manuhiri, me ngaa kaimahi. Ka whakatauira raatou i te angitu, ki te kura, ki te ao whaanui hoki. He whaanui, he rerekee hoki ngaa tuumomo whai waahitanga, wheako hoki e waatea ana ki ngaa aakonga. Ka aawhina aa-puutea, aa-tangata hoki te ruunanga me te iwi, kia tuu ai ngaa tamariki katoa.

E tika ana kia paarekareka ki ngaa aakonga aa raatou akoranga, aa, kia paarekareka anoo hoki ki ngaa kaiako aa raatou mahi whakaako, heoi, koia nei te tikanga matua ki ngaa whakaritenga i ngaa akomanga. Ka ngaakau nui, ka whakapau kaha, ka noho puumau hoki ngaa kaiako, aa, ka tino moohio hoki raatou ki aa raatou aakonga. He whakaaro huritao, he tautoko ngaatahi hoki te taiao ako o ngaa aakonga, aa, ko te whakatutukitanga i ngaa akoranga te aronga nui. Ka whakawhanake ngaatahitia te matawhaanui o ngaa mahere waa roa, aa, he tino angamahi teenei e whai hua ana ki te aarahi i te whakatinanatanga o te hootaka. E haapaitia ana ngaa aakonga ki te ako, maa te whaanuitanga o ngaa tuumomo rautaki whakaako, ako hoki e whai hua ana. Ka whakawhanake ngaa kaiako i aa raatou ake rauemi whakaako, ako hoki, kia haangai ake ai te horopaki moo ngaa akoranga a ngaa aakonga. Ahakoa te hiranga o ngaa mahere waa roa, he poto rawa ngaa mahere aa-wiki. Ko te whakapakari i ngaa mahere aa-wiki ka whai paanga ki te hiki ake i te haangaitanga me te aronga o te hootaka.

Whakatutukihia ai ngaa arohaehae aahua mahi i ia te waa. Ka haangai ngaa paearu arohaehae ki ngaa whaainga a te kura, aa, ka hono ki te tuhinga tuuranga mahi a te kaiako. Ka tino tautokona ngaa kaimahi ki te whakapaa ki ngaa akoranga ngaio me ngaa whakawhanaketanga ngaio, te whakanui ake i aa raatou tohu maatauranga, me te whakatutuki i ngaa rangahau e whai hua ana ki ngaa aakonga. He mea nui kia arotakengia te puunaha e paa ana ki te whakahaere aahua mahi, hei whakatairanga i taana whai hua tonutanga.

He mauritau ngaa hononga ako, aa, he tau ngaa aakonga, e aro nui ana hoki ki ngaa mahi. Ka kitea te tautoko ki waenga i ngaa tuaakana me ngaa teeina. He maha ngaa rauemi ki ngaa taiao akoranga, he aataahua hoki. He manawa whakahii hoki moo te aahua o te kura, me aana taonga tuku iho.

Kua whakawhanakehia te whakaritenga a ngaa aakonga i aa raatou ake ara umanga, naa te tautoko hoki o oo raatou whaanau. Kua whakaritea te haere ngaatahi hoki o teetahi atu hootaka hei poipoi i ngaa tuumomo umanga, kaupapa mahi e ngaakau nuitia ana e ngaa aakonga katoa. E waatea ana ki ngaa aakonga ngaa whai waahitanga mahi, wheako hoki e haangai ana ki oo raatou wawata.

He maha ngaa tuumomo kaupapa whakanui, tae atu ki te tuku i ngaa taonga, ngaa karahipi, me ngaa tiwhikete.

4 Te Rōnakitanga o ngā Mahi a te Kura

He peehea te aahua o te kura i runga o te roonakitanga me te whakapakaritanga o aana mahi?

“Teeraa anoo ooku nei hoa kei ngaa toopito o te ao, ko ngaa huumeka, ko ngaa kaamura, me ngaa parakimete. Ahakoa ngaa mano e rima rau, tekau maa rua, ko ahau kei roto. Ko te Atua tooku piringa, ka puta, ka ora.” [Kiingi Taawhiao, i te tauaaki taketake a Te Wharekura o Raakaumangamanga.]

Ko ngaa kaimahi i te kura – naa te tautoko hoki o te iwi – ka whakapuumau i ngaa whai waahitanga e whakatairanga ana i ngaa whakatutukitanga me te ahunga whakamua a ngaa aakonga.

E kaawana ana te Ruunanga i te kura, aa, noo te whaanau ngaa mema o roto, e mau ana i ngaa tino puukenga, i ngaa tino maatanga. E aahei ana ngaa mema o te Ruunanga ki te aata whakapuaki i te tirohanga me te kaupapa o te kura. Ka haangai te tirohanga ki te angitu o ngaa aakonga e kookiri ana i oo raatou huarahi, puta i te ao, me te tauutuutu anoo hoki i te tautoko o te iwi. He whaanui ngaa tuumomo tirohanga ki te angitu, aa, he pakari ngaa mema katoa ki te whakamaarama i aa raatou ake tirohanga. Ka whakapakaritia ngaa puumanawa tangata o te iwi, naa aa raatou mahi.

Ko te aarahitanga i te kura, he ngaakau nui, he whakaaro nui, aa, ka whakatutukihia hoki i runga i te aroha. Ka arotahi te tumuaki ki te whakapakari i ngaa tino hononga ki roto, ki waho hoki i te kura, aa, ka oke ki te whakatinana i ngaa whakaritenga hiranga e aro nuitia ana. Ka whai waahi ngaa pou aarahi ki te tautoko i te whakatinanatanga o te tirohanga o te kura. Ka whakatutuki pai te heamana me ngaa mema o te ruunanga i oo raatou tuuranga, i aa raatou kawenga mahi hoki. Ka paatai i ngaa tino paatai, aa, e tuumanakohia ana ko te kawenga i ngaa moohiohio e paa ana ki ngaa paetae aakonga. Ko te whakapaitanga teetahi aahuatanga ka haere tonu i ngaa waa katoa. E whakapono ana ngaa kaiaarahi katoa, ‘ka taea e raatou te eke taumata anoo’ hei painga moo ngaa aakonga.

Ka kitea te haere tonutanga o te arotake whaiaro i ia te waa. I ngaa waa katoa, ka aromaatai i te ahunga whakamua o te kura me aana aakonga – aa-hapori, aa-motu, aa, ki te ao whaanui. Ka whakaemihia ngaa paetae aakonga hei whakaatu i te whakatutukitanga o ngaa whaainga rautaki, aa, koia nei te tuuaapapa o te arotake. He kaha te tukanga o te arotake whaiaro nahanaha e aro nui ana, e tuu ana hoki i ia te waa, aa, naa teenei, ka kitea hoki ngaa tino hononga ki waenga i te tirohanga, te rautaki me te whakatinanatanga.

Ka whai hua te ruunanga ki te aro nui ki ngaa ngaakau nuitanga o ngaa aakonga, me te whakawhanake i oo raatou puumanawa. Ka toro atu taua aronga, taua tautoko hoki ki te whaanau whaanui. Ka tino whakamoohiotia te whaanau i roto i te whaanuitanga o ngaa take, tae atu ki ngaa huarahi ookawa, oopaki hoki ka tautoko i aa raatou tamariki hei aakonga.

Naa taa raatou arotake whaiaro, kua taautuhia e te kura ngaa waahanga e whai ake, hei whakawhanake ake:

  • te whakapakari ake i ngaa tukanga whakaoorite
  • te whakarato i te whaanuitanga ake o ngaa kaupapa maa ngaa aakonga tuaakana
  • te whakapiki ake i ngaa whiringa ki ngaa aakonga ka puta i te kura
  • te arotake i te marautanga.

Te Whakatau a te Poari ki ngaa Waahanga Tautukunga

I mua o te arotake i whakatutukihia e te poari whakahaere me te tumuaki te Tauaaki Kupu Tuuturu a Te Poari maa te Tari Arotake Maatauranga, me teetahi Raarangi Arowhai Taatari Whaiaro. I roto i eenei tuhinga i oati raatou i whaaia e raatou ngaa huarahi whai take hei whakatutuki i oo raatou herenga aa-ture e paa ana ki:

  • ngaa whakahaerenga aa te poari
  • te marautanga
  • ngaa whakahaerenga e paa ana ki te hauora, te haumaru me te oranga tinana
  • ngaa whakahaerenga e paa ana ki ngaa kaimahi
  • ngaa whakahaerenga puutea
  • ngaa whakahaerenga e paa ana ki ngaa rawa.

I te waa o te arotake, i whakamaatauhia e te Tari Arotake Maatauranga ngaa aahuatanga i raro iho nei, i te mea he nui te paanga o eenei ki te paetae o ngaa aakonga:

  • te haumaru aronganui o ngaa aakonga (taapiri atu ki te aarai i ngaa mahi whakawetiweti me ngaa mahi whakaaito)
  • te haumaru aa-tinana o ngaa aakonga
  • te reehitatanga o ngaa kaiako
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae aa-tinana atu o ngaa aakonga ki te kura.

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

Teeraa ka whakahaeretia e te Tari Arotake Maatauranga te arotake whai muri, i roto i te whaa ki te rima o ngaa tau.

Education Review Report: Arotake Paerewa Te Wharekura o Raakaumangamanga

The purpose of ERO’s reviews is to give parents and the wider community assurance about the quality of education that kura provide and their children receive. An ERO report answers the question “How effectively is this kura curriculum promoting student learning - engagement, progress and achievement?” Under that overarching question ERO reports on the quality of education and learning outcomes for children and for specific groups of children including Māori students, Pacific students and students with special needs. ERO also reports on the quality of the kura’s systems for sustaining and continuing improvements.

Findings

1 Context

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

Ko Tainui te waka, Ko Taupiri te maunga, Ko Waikato te awa, Ko Pootatau te tangata. Waikato taniwha rau. He piko he taniwha, he piko he taniwha.

Te Wharekura o Rakaumangamanga is located in the heart of the Kiingitanga, close to the Waikato River, Waahi Paa and other areas of cultural and spiritual significance to Waikato Tainui. Kiingitanga values; manaakitanga, whakaiti, whakapono, aroha, rangimarie, kotahitanga and mahitahi exemplify the culture and practices of the kura. Te reo Maaori o Waikato Tainui is clearly evident.

A strong reciprocal relationship with iwi exists. Iwi leaders acknowledge Te Wharekura o Rakaumangamanga as a Waikato Tainui education provider. However, the kura welcomes and cherishes as their own, all students from all different waka.

Intergenerational commitment and responsibility to the kura is on-going. The membership of the ruunanga is stable and positions are actively sought at board elections. Students return as teachers, and the next generation of students are enrolled at the kura.

A longstanding culture of innovation, risk taking and problem solving is expected and accomplished. Ruunanga members and staff work in the interests of students and their whānau. Their mission is to provide a high quality education so that students may achieve their aspirations and meet the expectations of the Waikato Tainui graduate profile.

2 Learning

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

“ E kore teenei whakaoranga e huri ki tua o aaku mokopuna, Maaku anoo e hanga tooku nei whare.” [Kiingi Taawhiao, Te Wharekura o Rakaumangamanga mission statement]

Student achievement is multi-faceted. The spiritual, cultural, social, physical and intellectual wellbeing of students is the educational focus.

The kura strategic plan contains goals linked to academic achievement and iwi objectives. Annual student achievement targets are set and those for kura teina relate to Ngā Whanaketanga Rumaki Māori (NWRM). Information in the annual plan clearly identifies students' learning strengths and weaknesses and strategies to support further learning. Kura-wide assessment systems are well established. Kaiako use a range of assessment tools to gather information about students' learning and achievement. Information is well analysed and interpreted. Kaiako know students' learning levels and plan accordingly. Extensive professional learning and development to support kura teina kaiako to implement robust assessment practice and NWRM has occurred. Individual Education Plans (IEP) are developed for students who require accelerated learning and extension. Regular review of students' progress supports students to meet these goals.

National Certificate of Educational Achievement (NCEA) data shows that students mostly exceed national qualification results. Each department collates student NCEA results and an analysis of variance is formulated to support further improvement. The minimum expectation is that all students attain L2 NCEA. By the end of Year 12, this is achieved by all students who sit NCEA 2.

Students begin formal learning of English literacy skills from Year 4. Data shows that students are making good progress toward meeting literacy goals. Students achieve well in NCEA English in both internal and external assessments with many endorsements received.

All other curriculum areas are assessed in line with the kura curriculum framework.

Whānau are kept well informed of children’s progress through clearly written reports, provided twice a year and linked to NWRM. Parent interviews and an open door policy encourages whānau to take an active part in their children’s learning. The board also reports school-wide student progress to whānau each term.

All education partners have high expectations for students to achieve to their potential and beyond. Whānau are confident their children are well cared for, know their children are confident and have high self esteem.

Area for development

Learning conversations. While the draft curriculum framework contains a statement about effective assessment including students, there is a need to strengthen this area. It is important that kaiako enhance their application of formative assessment strategies. This should include students as active partners in the learning process and better able to take ownership of their learning.

3 Curriculum

How effectively does this kura curriculum promote and support student learning?

"Ko ngaa poupou o roto he maahoe, he patatee, ko te taahuuhuu, he hiinau, Me whakatupu ki te hua o te rengarenga, me whakapakari ki te hua o te kawariki” [Kiingi Taawhiao, Te Wharekura o Rakaumangamanga mission statement]

Student learning is significantly enriched through the effective implementation of the kura curriculum.

The graduate profile conveys expected competencies of the ‘ideal Waikato Tainui graduate’. The kura curriculum supports and promotes a Waikato Tainui iwi education for students. There are clear links between Whakatupuranga 2050 (Waikato Tainui strategic plan), the New Zealand Curriculum, Te Marautanga o Aotearoa and the kura curriculum framework. The kura curriculum is deliberately based on locations of historical and cultural significance, that are in close proximity to the kura community so that students are familiar with the learning context. The significance of each site is integrated into learning programmes kura-wide. Kura formulated achievement objectives give direction to learning and teaching. The curriculum is a living document and embodies the everyday lives of students.

There are numerous role models who contribute to the kura. They include; speakers of te reo me ngā tikanga o Waikato Tainui, iwi leaders, tuakana, students, ex-students, whānau, manuhiri and staff. They model success, both in the kura and the wider world. Students have access to many and varied opportunities and experiences. Financial and other means of support from the ruunanga and iwi ensures that no child misses out.

Students have a right to enjoy their learning and teachers have a right to enjoy their teaching is the underpinning philosophy for classroom practice. Kaiako are passionate, hard working, dedicated and know their students well. Students learn in a reflective and collegially supportive environment which focuses on making learning happen. Comprehensive long term planning, developed collaboratively, provides a useful framework to guide the implementation of the programme. Students are supported to learn through a variety of highly effective teaching and learning strategies. Kaiako develop their own teaching and learning resources to provide a more appropriate context for student learning. While long term planning is exemplary, weekly planning is brief. Strengthening weekly planning would help to increase the responsiveness and focus of the programme.

Performance appraisal is regularly carried out. Criteria for appraisal are based on kura goals and linked to the kaiako job description. Staff are well supported to access professional learning and development, increase their qualifications and carry out research that benefits students. It is important that the performance management system is reviewed to enhance its ongoing effectiveness.

Relationships for learning are positive with students settled and on task. Supportive tuakana teina relationships are apparent. Learning environments are well resourced and attractive. There is pride in the physical and cultural features of the kura.

Career pathways for students, planned by students, with the support of their whānau have been developed. A parallel programme is intended to cater for the career and occupational interests of all students. Students have access to work opportunities and experiences relevant to their aspirations.

Success is celebrated in many different ways and includes the presentation of trophies, scholarships, awards and certificates.

4 Sustainable Performance and Self Review

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

"Teeraa anoo ooku nei hoa kei ngaa toopito o te ao, ko ngaa huumeka, ko ngaa kaamura mee ngaa parakimete, Ahakoa ngaa mano huri atu ki te haamarietanga, Mahue mai ki a au tahi mano e rima rau, rima tekau, tekau maa rua, Ko ahau kei roto ko te atua tooku piringa, ka puta, ka ora”[Kiingi Taawhiao, Te Wharekura o Rakaumangamanga mission statement].

Kura personnel, with the support of the iwi, are able to sustain opportunities that enhance students' achievement and progress.

The Ruunanga, the governing body of the kura, consists of whānau who have particular strengths and expertise. Ruunanga members are able to articulate the vision and kaupapa of the kura well. The vision focuses on successful students making their way in the world and reciprocating iwi support. Perceptions of success are varied and all members communicate their perspective confidently. The iwi human resource base is strengthened through their work.

Leadership of the kura is ‘passionate, compassionate and accomplished with aroha.’ The tumuaki focuses on building solid relationships and networks inside and outside the kura and strives to implement responsive and excellent practice. Pou arahi help support the practical implementation of the kura vision. The chairperson and ruunanga members carry out their roles and responsibilities well. Crucial questions are asked and accountability for student achievement information is expected. Improvement is on-going. All leaders know they ‘can always do better’ for students.

A culture of ongoing self review exists. There is continual evaluation of the progress of the kura and its students - locally, nationally and globally. Student achievement information, collated to provide evidence of the achievement of strategic goals, provides the foundation for review. There is a strong process of strategic, regular and responsive self review and as such, clear links between vision, strategy and implementation are evident.

The ruunanga responds effectively to student interests and developing student potential. This influence and support extends to the wider whānau. Whānau are well informed about a variety of matters, including ways in which to support their children as learners, both through formal and informal communication channels.

Through their self review, the kura has identified these areas for further development:

  • strengthen moderation processes
  • provide a greater variety of subjects for senior students
  • increase student school leaver options
  • review curriculum.

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.

When is ERO likely to review the kura again?

ERO is likely to carry out the next review in four-to-five years.

Makere Smith

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

1 June 2013

About the Kura

Location

Huntly, Waikato Tainui

Ministry of Education profile number

1917

Kura type

Years 0 - 13

Kura roll

356

Gender composition

Girls 171 Boys 185

Ethnic composition

Māori

100%

Special Features

Kura-ā-Iwi

Review team on site

April 2013

Date of this report

1 June 2013

Most recent ERO report(s)

Education Review 

February 2009