TKKM O Manawatu 29/03/2012

4 Evaluation Kaupapa

The whānau and staff chose Te Whanaketanga o Te Whanaungatanga as the evaluation kaupapa for the review. Whānau come from different iwi. They are attracted to this kura because of a strong desire for their children to be competent and confident in te reo Māori and tikanga Māori. As many whānau are not from local iwi the kura has become a home and marae.

The principal and board members are relatively new to their positions. The focus is now on further strengthening existing relationships both inside and outside the kura. This report evaluates the extent to which whanaungatanga positively influences the growth, learning and development of students, whānau and staff in the context of the kaupapa of Te Aho Matua. In this report the kura whānau includes whānau, staff and students.

Te Aho Matua Outcome Statement

Whanaungatanga is a value strongly linked to the principles of Te Aho Matua. Te Kura Kaupapa Māori o Manawatū operates in accordance with the philosophy and principles of Te Aho Matua. These principles are inherent in the culture of the kura and the education students receive. Whānau and staff look to promote and increase awareness of the Te Aho Matua principles.

Te Tino Uaratanga

Students have high levels of self esteem, self confidence, self discipline and display well developed qualities of leadership that will benefit their whānau, hapū and iwi.

Te Ira Tangata

The student is enthusiastic about learning in a nurturing environment based on traditional Māori values, beliefs and concepts

Whanaungatanga is the core value that nurtures student confidence and strengthens whānau commitment to the kura. The desire for students to attend kura formally acknowledges whānau involvement in the child’s education in the Māori world. The commitment becomes a life-long journey, and many whānau are still active members of the kura after their children have left. Ex-students return to support and assist. This sense of belonging has had a positive impact on whānau and consequently on the lives of their children. Such a journey empowers whānau to continue to grow and develop. Whanaungatanga provides a positive model and defines kura tikanga and expectations for students.

Kapa haka is an important aspect of kura life. Striving for excellence is particularly evident. Students have recently participated in national kapa haka competitions. Tuakana teina relationships are reciprocal. Whānau members and graduates of the kura have also performed together at national level. Whanaungatanga is extended to the community through the active support provided for Pae Tamariki, the regional kapa haka competitions.

The strength of whanaungatanga is clearly evident when the kura became a marae for the tangi of one of their kuia. Students worked alongside their whānau and the wider community to manaaki manuhiri from all over New Zealand. Opportunities which allow students to experience and work alongside others in the Māori world are frequent. Student needs and interests are well catered for. Pouako and pouāwhina undertake specific roles and responsibilities to support students with special needs.

The principles of Te Aho Matua are clearly integrated into the culture and practices of the kura.

  • Students use tikanga Māori appropriately.
  • Students understand the expectations required of them as members of the kura whānau.
  • Students are calm, settled and happy.
  • Students learn in an environment which the whānau endeavours to keep secure and safe.
  • Students’ special needs and interests are well catered for.
  • Students innately value whanaungatanga.

Te Reo

The student is immersed in high quality te reo Maori and tikanga Māori.

Te reo Maori is the language of learning and interaction in the kura. Students, whānau, and staff value te reo Māori as the first language of communication. Kaumātua and kuia involvement and the guidance they provide to staff is valued. Students hear high quality modelling of te reo Maori. Poutaki reo and poutaki tikanga help to strengthen te reo Māori and tikanga practices. Students are exposed to many types of language use. A priority focus is to strengthen te reo Māori. This is at the forefront of all strategic planning.

Students confidently speak and present in te reo Maori. Presentations contain analyses of the impact of learning activities on students. They use ICT effectively to share their message. Power point presentations and movie making support te reo Māori development and allow students to explore new arenas. Students affirm the value of te reo Maori through mihimihi, whakapapa, karakia, pepeha, mōteatea and kaupapa ako.

Student achievement data shows that students are making reasonable progress in all literacy areas. Specific aspects have been identified for improvement. Pouako are using Ngā Whanaketanga Rumaki Māori to measure student achievement. Whānau receive reports about their children’s progress which contain clear information. These are received twice yearly. The kura marautanga is still being developed.

Students have the opportunity to formally learn English through a well delivered and monitored programme. Students enjoy learning English.

  • Students value the presence of kuia and kaumātua.
  • Students have pride in knowing they are able speakers of te reo Māori.
  • Students are developing reflective and critical thinking skills.
  • Students are developing attributes needed to be Maori leaders.
  • Students are advocates of te reo Maori.

Ngā Iwi

Students exhibit personal pride in their whānau, hapū, and iwi, and their identity as Maori.

Whānau and staff support for each other is strong both inside and outside the kura. Students also appreciate what is given to them and take pride in giving back to the kura.

The kura whānau nurtures the connections with the local marae. Authentic experiences on the marae extend students’ knowledge of tikanga, kawa and te reo Māori. Students regularly attend marae events. Descendants of Rangitāne take leadership roles on Rangitāne marae and their place as tangata whenua is affirmed. Students also have many experiences and opportunities to develop whanaungatanga links in other areas. They learn about the tikanga, kawa and history of those iwi.

Whānau, staff, and students celebrate success and achievement. Students are farewelled and welcomed at great occasions. Te Puāwaitanga, the Year 8 graduation, embraces whānau relationships and enhances Maori values. The kōhanga reo child’s transition to kura is celebrated. Many other student successes are presented in the pānui.

Leadership has clear and high expectations of professional practice and student achievement. These expectations are well communicated. Organised systems provide a framework for the implementation of kura practices.

Strong networks have been built with local schools, kōhanga reo, community, regional, national and international organisations. These are also being extended.

  • Students know who they are and where they belong.
  • Students have authentic learning opportunities.
  • Students show pride in acknowledging their kōhanga reo.
  • The students’ journey through the kura is acknowledged and celebrated.

Te Ao

The student is proud of his or her place in the Maori and the wider world.

The kura prepares students to confidently move into the wider world. This enables most students to cope well with their entry into secondary school. The essential requirements are for students to have a strong sense of whakapapa and belonging, and an enthusiasm for learning. Consequently, secondary school years, assisted by the strong whanaungatanga links developed at kura, are a successful time for many students.

The kura environment is inclusive of e-learning, exploration of the wider environment, noho marae, and manaaki of, and by the wider community. Student experiences enhance their knowledge and understanding of te ao Māori. Experiences in the wider world are valued. Students demonstrate pride and confidence in the wider world.

  • Students know and recite the kura pepeha.
  • Students take pride in themselves.
  • Students are strongly influenced by their experiences outside the kura.
  • Students have many opportunities to explore and experience their own identity, language and culture.
  • Students have opportunities to explore and experience the wider world.

Āhuatanga Ako

The student is focused and interested in learning.

Whānau are actively involved in their children’s education and provide practical support where they are able. Whānau have recently defined their aspirations for their children in the graduate profile. Pouako are now keen to link their practice to further reflect whānau aspirations.

Pouako and pouāwhina provide well planned and organised programmes of learning. They regularly reflect, and develop strategies to support and improve at school wide and syndicate levels. Pouako receive professional learning opportunities to achieve both personal and school goals. Collegial support and collaboration extends to the board where ex-board members remain to guide new board members in their roles.

Teaching strategies, routines and expectations are well established. Students are responsive to this learning environment and enjoy learning. Interactions between students, staff and whānau are positive and affirming.

Pouako use a variety of assessment tools. Assessment data is collected and collated. They report to the board about student progress and achievement. It is important now that the principal regularly provides the board with well analysed and interpreted school wide student achievement data to assist strategic decision making and self review processes.

  • Students are successful.
  • Students share their knowledge and teach others.
  • Students know they are progressing and learning.
  • Students are proud to belong to this kura.

Area for development

While there are many excellent practices identified in the kura, it is important for the board, staff and whānau to regularly and critically reflect and review their current practice. Part of this process is to collaboratively define what excellence means for the kura whānau. In this way, appropriate existing and new strategies to support effective development can be identified. Review of progress toward achieving the kura vision for excellence should be centred on well analysed student achievement data and other reliable sources of evidence.

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