Te Kura o Te Kao

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

We are in the process of shifting from event-based external reviews to supporting each school in a process of continuous improvement.

There may be delays between reviews for some schools and kura due to Covid-19 and while we transition to our new way of reviewing.

Read more about our new processes and why we changed the way we review schools and kura.

Find out which schools have upcoming reviews.

Te Horopaki

E tū ana Te Kura o Te Kao ki te hapori iti o Te Kao, ki Muriwhenua. E whakarato ana te kura i te mātauranga rumaki reo Māori ki ngā ākonga o ngā tau 1 ki te 8. Koia nei te arotake tuatahi a Te Tari Arotake Mātauranga i te kura i tōna tū hei kura ā-iwi, mā te tautoko hoki o te iwi o Te Aupōuri. E arahina ana te mātauranga i te kura e te kawenga whakaaro nei a Kia Mārama, he kīanga kupu rāpopoto e tohu ana i ngā tikanga me ngā uara e whai ake nei, arā, ko te:

Kaitiakitanga
Iho Pūmanawa
Aumārietanga
Manaakitanga
Angitu
Rangatiratanga
Arohanui
Manawanui
Aupōuritanga

Kua whakatutukihia e te whānau me ngā kaimahi ngā wāhanga i tāutuhia ai kia whakapai ake ki tā rātou pūrongo o mua nā Te Tari Arotake Mātauranga. E noho pūmau ana rātou ki te āta whakatō i te ahurea o te whakatairanga tonutanga me te tupu tonutanga. I roto i ngā whakaritenga ki te whakawhiti atu ki tētahi kura ā-iwi, kua aro pū ngā mahi a te whānau ki te whakarato i tētahi huarahi mātauranga motuhake e whakanui ana i Te Aupōuritanga mō ngā ākonga.

Ngā Whakaaturanga

He pēhea rawa te whakaatu mai o ngā uri i ō rātou hononga me ō rātou aronga toi whenuatanga ki Te Aupōuri?

Ka tū māia, ka tū manawa whakahī hoki ngā ākonga hei uri o Te Aupōuri.

1 Ngā Putanga ki ngā Uri

E ako ana ngā uri i ā rātou hītori tuku iho, tae atu hoki ki ō rātou tātai hono ki ētahi atu iwi. Kei te pakari te whanaungatanga ki te kura. He tino hononga ā-whakapapa ō te whānau katoa, nō Te Aupōuri tonu. Ka hāpai, ka ārahi hoki ngā kaumātua i ngā kaimahi me whānau i roto i ngā tikanga a tō rātou iwi. Kua whakawhanakehia te marautanga ā-hapori kia mōhio ai ngā uri ki a rātou anō me ō rātou whai hononga ki ētahi atu. Ka whakatauira ngā mema o te whānau i ngā tikanga me ngā uara mā te kaupapa o Kia Mārama. Ka whai wāhi mātātoa atu rātou ki ngā taumahi i te kura i ia rā, me ngā kaupapa hoki o te marae me te iwi. Ka ako, ka whakapuaki hoki ngā uri i ngā karakia me ngā tikanga o ngā hāhi e whā e whai wāhi atu ana ki Te Aupōuri. Ko ngā tāngata, ngā wāhi, me ngā kōrero e noho whakahirahira ana ki Te Aupōuri, e whai wāhi matua katoa ana ki ngā wheako ako a ngā uri. He ngākau titikaha, he hononga anō hoki ō ngā uri hei ākonga.

Ka rongo ngā uri i te reo o Te Aupōuri i roto i te whānuitanga o ngā tūmomo horopaki. Ka whakamana te whānau i te motuhaketanga o te reo o Te Aupōuri, me ā rātou tikanga. Ko ngā mōhiotanga me ngā mātauranga o te hapori e hāpai ana i ngā whakaakoranga me ngā akoranga o te reo ake o te iwi. Tū ai ngā wānanga i ia te wā, ā, e whakapūmau ana ēnei i ngā wawata me ngā tūmanako o te iwi ki te whakauka me te whakapūmau i te reo ā-iwi o Te Aupōuri. Ka whakamahia te reo o te iwi me ngā kupu a te iwi i te kura. Ka whakamahi ngā pouako i te whānuitanga o ngā rautaki e whai hua ana ki te hāpai i te whakawhanaketanga reo. Ka whakamahia ngā mōteatea, ngā whakataukī, me ngā kīwaha hei whakaako, hei whakawhānui hoki i te māramatanga o ngā uri ki te reo o Te Aupōuri. E āta tautokona ana ngā uri tuākana kia whānui ake ō rātou whakaaro me tā rātou whakamahinga i te reo Māori. E whakawhanake ana ngā uri i ngā pūkenga ki te whakawhiti kōrero mā te reo e āta tohu ana i ō rātou tātai hono ki Te Aupōuri.

He maha ngā whai wāhitanga mō ngā uri ki te rongo i te angitu. Kei te tūturu ngā wheako ako e hāpai ana i ngā uri ki te whakawhanake i ō rātou ngākau titikaha. Ka whakamaheretia ngā haerenga e whai pūtake ana ki te whakatairanga ake i te mōhiotanga me ngā wheako o ngā uri. E ū ana te titiro a te whānau ki te āta whakarite i te toro atu o ngā uri ki ngā wāhi, ngā tāngata, me ngā kaupapa kei tua atu tonu o Te Aupōuri. E wawata ana rātou ki te whakapakari i te manawaroa o ngā uri i a rātou e tupu ana, e whakariterite ana hoki mō te ao kei tua atu i te kura. Aroturuki ai, pūrongo ai hoki ngā pouako i ia te wā, i te ahu whakamua me ngā whakatutukitanga o ngā uri. He ōkawa, he ōpaki hoki ngā tūmomo mahi aromatawai e whakamahia ana e rātou ki te taha tonu o ngā tirohanga i whakahāngaitia ai hei tātari i te hōtaka akoranga me ngā whakawhitinga e tika ana mā ngā uri. Ka tāutuhia ngā matea ako o ngā uri, ā, ka whāngaihia ki te tautoko e tika ana. Ka whakanuia, whakawhānuihia anō hoki ō rātou pūmanawa me ō rātou ngākau nuitanga. Ka whakanui te whānau i ngā mahi angitu me ngā whakatutukitanga a ngā uri. Ka nanaiore ngā uri ki te eke angitu.

Ka kitea ki te whānau tā rātou tirohanga ngātahi ki te paetawhiti. Ko te mauri roa me te angitu o tō rātou kura te kaupapa matua ki a rātou. Ka ārahi ngā wawata o te iwi i ngā whakawhanaketanga ki te kura. E tautokona ana, e hāpaitia ana hoki te kura e te iwi, e ngā tarahiti pāmu o te takiwā, ā, e ētahi atu ratonga mātauranga o Te Aupōuri. Kua whakaritea aua hononga rautaki, hononga whakatōpū hei kōkiri, hei aroturuki hoki i ngā putanga mātauranga e whai kounga ana mō ngā uri o Te Aupōuri. He huarahi ōkawa anō hoki e parangia ana ki te whakarato i te mātauranga mā ngā uri o ngā tau 9 me te 10 hei te tau 2020. Ko ngā uri me tā rātou eke angitu, kei te pūtake o ngā whakataunga ki te kura.

He mārama ngā tukanga i whakaritea ai kia auau te arotake me te pūrongo i te nuinga o ngā whakahaeretanga ki te kura. He pai te whakahaere i te pūtea, ngā kaimahi, me ngā rawa. Kua arotakengia, kua whakahoungia hoki te tūtohinga me ngā kaupapa here. Ko te matawhānui o ngā mahere ā-tau e hāpai ana i te poumarumaru me te whānau ki te ū tonu ki ngā whakahaeretanga o ia rā kia ngāwari ai, kia whai hua ai hoki te rere. Nā te pakari o te ārahitanga ngaio, kua pai ake ngā putanga ki ngā uri. E tautokona ana ngā pouako e Ngā Kura ā-Iwi o Aotearoa me ngā ratonga o waho, kia pūmautia ai te whakapai tonutanga o te kounga o te whakaako. I tēnei wā, kei te whakahāngai ake i ngā whakaritenga e pā ana ki te whakaako, te whakahaere, me te kāwana i te kura, kia whai pānga ake ai ēnei ki tā rātou marautanga ā-hapori me tā rātou ū ki te whakahaere hei kura ā-iwi.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

E whanake ana te reo Māori. E ahu mai ana te nuinga o ngā uri i ngā kāinga e whakawhitiwhiti kōrero ana mā reo Pākehā. Me whakamahine ake i te hōtaka whakawhiti mō rātou ngā uri e mau ana i te iti noa o te reo Māori, kia āta whai hua ai te hōtaka ki te hāpai i ō rātou matea ako reo ake. Me toro atu ngā pouako ki te tautoko ka whakapiki ake i tō rātou māramatanga ki ngā huarahi hopu reo e whai hua ana. Ka tohua ki ngā tātari o ngā mōhiohio aromatawai, kei raro iho ngā paetae kōrero i ngā paetae e pā ana ki te pānui me te tuhituhi. Ko te whakapakari ake i te āheinga o te whānau i roto i te reo Māori, ka whakatairanga anō hoki i ngā paetae o ngā uri.

Kei te ōpaki te aromātai hōtaka, ā, kāhore hoki e riterite ana. Hui ai ngā pouako i ia rā ki te whakawhiti kōrero me te whakaaro huritao mō te āhua o ngā mahi. E mōhio ana rātou, he mea nui ki te tuhi haere i ā rātou whakawhitinga kōrero, ā, kua tīmata rātou ki te whakatakoto haere i taua huarahi. Me tahuri te whānau me ngā pouako o te kura i nāianei ki te whakawhanake i ngā huarahi ki te aroturuki me te pūrongo i ngā putanga o ngā uri, hei hāpai i te marau ā-kura.

Me whakapakari ake i te āheinga o te whānau ki te kāwana i te kura. I tēnei wā, e whakatutukihia ana te nuinga o ngā mahi kāwana a te kura e te heamana me te tumuaki. Kua kōrerotia e te whānau ngā tūranga me ngā kawenga mahi, hei whakariterite mō te pōtitanga e whai ake ana mō Te Poumarumaru. Kua tohungia e ētahi mema hou o te whānau tō rātou hiahia ki te tautoko i te kāwana o te kura, heoi, me hāpai, me whakangungu hoki i a rātou. E whai whakaaro ana anō hoki me pēhea te whakahāngai i te āhua o ngā tūnga o Te Poumarumaru ki ngā hononga me te taupuhipuhitanga o te hapori.

2 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e Te Poumarumaru 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 poari
  • 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 Children’s Act 2014.

3 Ngā Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia:

  • mahi tonu te whānau me ngā kaimahi ki te taha o Ngā Kura ā-Iwi o Aotearoa me ētahi atu ratonga o waho e tika ana, ki te whakatutuki i ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei whakawhanake ake.

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 Kura o Te Kao i roto i ngā tau e toru.

Charles Rolleston

Toka ā-nuku

09 Hōngongoi, 2019

Ngā Kōrero e pā ana ki te kura

Te tūwāhi

Kei Te Kao, ki te Tai Tokerau

Te tau a te Tāhuhu o te Mātauranga

1

Te tūmomo kura

He kura tuatahi (Tau 1-8)

Te tokomaha o ngā ākonga o te kura

32

Te ira tangata

Kōtiro 9

Tama tāne 23

Ngā hononga ā-iwi

Māori

100%

Te ratonga reo Māori

Taumata 1 – 81-100%

Ngā āhuatanga motuhake

He Kura ā-Iwi

Te wā i te kura te rōpū arotake

20 Haratua 2019

Te rā o tēnei pūrongo

09 Hōngongoi, 2019

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Whiringa-ā-nuku 2015

Hui-tanguru 2013

Whiringa-ā-rangi 2009

ERO External Evaluation

Context

Te Kura o Te Kao is located in Te Kao, a small community in the Far North region. The kura provides Māori medium education for students from Year 1 to 8. This is the first ERO review for the kura as an affiliated kura ā-iwi with support from Te Aupōuri iwi. Education in the kura is guided by the phrase Kia Mārama, which is an acronym for the following practices and values:

Kaitiakitanga
Iho Pūmanawa
Aumārietanga
Manaakitanga
Angitu
Rangatiratanga
Arohanui
Manawanui
Aupōuritanga

The whānau and staff have addressed the areas for improvement identified in their previous ERO report. They are committed to embedding a culture of ongoing improvement and growth. With the transition into operating as a kura ā-iwi, the whānau have focused their efforts on providing students with a unique education pathway that reflects Te Aupōuritanga.

Findings

How well do uri demonstrate connection and belonging to Te Aupōuri?

Uri confidently and proudly stand as descendants of Te Aupōuri iwi.

1 Uri Outcomes

Uri learn about their own ancestral history as well as their links to other iwi. Whanaungatanga is strong within the kura. All whānau are closely related and identify as Te Aupōuri. Kaumātua support and guide kaimahi and whānau in the cultural practices of their iwi. The local curriculum is developed for uri to know who they are and how they connect to others. Whānau members role model the practices and values under the kaupapa of Kia Mārama. They are active participants in daily kura activities, and marae and iwi kaupapa. Uri learn and practice karakia and tikanga of all four denominations within Te Aupōuri. People, places and stories of significance to Te Aupōuri are integral to uri learning experiences. Uri are confident and connected learners.

Uri hear the language of Te Aupōuri in a range of contexts. The whānau value the uniqueness of Te Aupōuri language and cultural practices. Local knowledge and expertise guides teaching and learning of the language specific to the iwi. Regular wānanga reinforce iwi aspirations and expectations for the preservation and retention of the dialect of Te Aupōuri. The local dialect and vocabulary are used within the kura. Pouako use a range of effective strategies to support language development. Mōteatea, whakataukī and kīwaha are used to teach and extend uri understanding of the language of Te Aupōuri. Older uri are well supported to extend their thinking and use of te reo Māori. Uri are developing skills to communicate using language that reflects their connections to Te Aupōuri.

Uri have many opportunities to experience success. Authentic learning experiences support uri to develop their confidence. Purposeful excursions are planned to enrich the knowledge and experiences of uri. The whānau are committed to ensuring uri visit places, people and contexts beyond Te Aupōuri. They aspire to build resilience in uri as they grow in preparation for life beyond kura. Pouako regularly monitor and report on uri progress and achievement. They use formal and informal assessment practices alongside focussed observations to determine the learning programme and transitions for uri. Uri learning needs are identified and appropriate support is provided. Their strengths and interests are acknowledged and extended. Whānau celebrate uri success and achievement. Uri strive to succeed.

The whānau show collective ownership of the vision for the future. The longevity and success of their kura is a high priority for them. Iwi aspirations guide kura developments. The kura has the support and trust from members of the iwi, local farm trusts and other education providers in Te Aupōuri. These strategic and collaborative relationships have been established to drive and monitor quality education outcomes for uri of Te Aupōuri. This includes a formal move to providing education for uri in Years 9 and 10 in 2020. Uri and their success are at the centre of decision making within the kura.

There are clear processes in place to regularly review and report on most kura operations. Finance, personnel and property are well managed. The charter and policies have been reviewed and updated. Detailed annual planning supports the poumarumaru and whānau to maintain smooth and efficient daily operations. Strong professional leadership has resulted in an improvement in uri outcomes. Pouako are supported by Ngā Kura ā-Iwi o Aotearoa and external providers to maintain ongoing improvements to the quality of teaching. Teaching, management and governance practices are in the process of being aligned to better reflect their local curriculum and commitment to operating as a kura ā-iwi.

Kura-identified areas of development

Te reo Māori is developing. Most uri come from homes where English is the language of communication. The transition programme for uri with limited ability in te reo Māori requires refinement to ensure it effectively supports their specific language learning needs. Pouako must seek support to increase their understanding of effective language acquisition approaches. Analysis of assessment information shows the achievement levels in kōrero are lower than those for pānui and tuhituhi. Strengthening whānau capability in te reo Māori will also enhance uri achievement.

Programme evaluation is informal and inconsistent. Pouako meet daily to discuss and reflect on how things are going. They recognise the importance of documenting their discussions and have undertaken steps to adopt this practice. The kura whānau and pouako should now develop ways to monitor and report on uri outcomes for the marau ā-kura.

Whānau capability in kura governance requires strengthening. Currently the chairperson and tumuaki attend to most aspects of kura governance. The whānau have discussed roles and responsibilities in preparation for the upcoming Poumarumaru elections. New whānau members have indicated an interest in supporting the governance of the kura and will require support and training. Further consideration is also being given to how to ensure the composition of the Poumarumaru reflects the community relationships and interdependence.

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 uri 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.

3 Recommendations

ERO recommends:

  • the whānau and staff continue to work with Ngā Kura ā-Iwi o Aotearoa and other external agencies as appropriate to address the areas of development identified in this report.

When is ERO likely to evaluate the kura again?

The next ERO evaluation of Te Kura o Te Kao will be within 3 years.

Charles Rolleston

Toka ā-nuku

9 July 2019

About the Kura

Location

Te Kao, Northland

Ministry of Education profile number

1

Kura type

Full Primary (Yea 1-8)

Kura roll

32

Gender composition

Girls 9

Boys 23

Ethnic composition

Māori

100%

Māori language provision

Level 1 – 81-100%

Special features

Kura ā-Iwi

Review team on site

20 May 2019

Date of this report

9 July 2019

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2015

February 2013

November 2009

1 Context

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

Tēnā koutou te kura o Te Kao. Tēnei rā te mihi ki te tumuaki, te poari, ngā kaiako, ngā kaimahi me ngā tamariki hoki. Tēnā hoki koutou e hāpai ana te mātauranga mō ō tātou tamariki, ki ngā teiteitanga o te ao Māori me te ao Pākehā. Ko te tūmanako, kia tū tangata ai rātou i roto i tēnei ao hurihuri mō āpōpō. Noho ora mai i raro i ngā manaakitanga o te runga rawa. Tēnā rā koutou katoa.

Te Kao School is the second most northern school in New Zealand. It is a small rural school that caters for 37 students from Years 1 to 8. All students are Māori and identify with the local iwi of Te Aupouri.

The school’s whakatauki Kia Marama and values underpin the inclusive school culture. Values are regularly reinforced with students and include kaitiakitanga, aroha ki te tangata and rangatiratanga. The school has an affirming and supportive tone.

The Northland community of Te Kao has long-standing and inter-generational connections with the school. Local whānau, including kaumatua, are loyal and supportive of the school. Students benefit from this extended whānau support.

In consultation with the school community and iwi, the board set a new long-term vision to become a Kura-a-iwi. In 2014, a Teina Wahanga Māori class was established. This junior class provides Māori immersion for Years 1 to 3 students. The senior class is bilingual Māori for Years 4 to 8 students.

The 2013 ERO report noted good governance and leadership, strong whānau support and a positive school tone. These areas of good school performance continue to be noteworthy. The 2013 report suggested improving the analysis of student achievement information and strategically planning for the development of te reo and Te Aupouritanga. Good progress has been made in these areas.

2 Learning

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

The school is developing some useful processes that help teachers and the board to use achievement information better. The board set appropriate achievement targets and develop plans that help them monitor student progress over time.

Teachers engage with students in positive and respectful ways. Teachers use some effective teaching strategies that promote student engagement. As a result, students are focused on learning tasks. Senior students are developing an understanding about their own learning, progress and achievement.

The principal works with teachers to moderate their overall judgements about student learning in relation to Ngā Whanaketanga and the National Standards. Teachers analyse and use student achievement information to guide programme planning. Increasingly teachers are using achievement data to discuss their practice and focus more closely on those students at risk of not achieving.

Students with special educational needs are well supported by staff. Individual education plans are developed with whānau, staff and the guidance of external support. Teacher aides participate in relevant training that helps them support students with specific learning needs.

Teachers have recently reviewed reports to parents. Parents receive good information about their children’s progress and achievement in relation to the National Standards through regular reports and student discussions at school. Teachers should review the timeliness of anniversary reporting for those students in years 1 to 3.

The principal and board acknowledge that to continue making positive changes to learners’ engagement, progress and achievement the next steps are:

  • reviewing, clarifying and strengthening assessment and moderation processes
  • extending teaching strategies that enhance students’ ownership of learning
  • exploring initiatives that could further accelerate student’s progress and extend those students who may need it.

3 Curriculum

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

Te Kao School’s curriculum appropriately promotes and supports student learning. It places strong emphasis on literacy and mathematics, and providing a localised curriculum. It increasingly provides opportunities for learning through information and communication technologies (ICT). Local kaumatua and kaiarahi i te reo support tamariki by speaking te reo Māori. Students participate in a range of learning opportunities including sporting, cultural and environmental education opportunities.

Settled learning environments promote and support student learning. Students report that they feel valued and safe. They benefit from good tuakana/teina relationships with each other and their positive interactions with teachers. Students' social and emotional competence is well supported.

Te Kao School has long standing relationships with the neighbouring marae based kohanga reo. This relationship helps to ensure children experience a seamless start to school.

The principal, board and ERO agree that the following next steps could further promote and support student learning:

  • developing student-centred approaches that give learners more opportunities to lead and respond to learning that interests them
  • continuing to align Te Marautanga o Aotearoa, The New Zealand Curriculum, with the expectations of the Te Aupouri education strategy
  • urgently accessing resources to better help students with their learning.

How effectively does the school promote educational success for Māori, as Māori?

Te Kao School very effectively promotes educational success for Māori, as tamariki of Te Aupouri. All students identify as Māori. Students are deeply immersed in te reo me ōna tikanga Māori that affirms their language, culture and identity and strongly reinforces Te Aupouritanga. They actively participate as leaders in school hui, events at the marae and pōwhiri.

4 Sustainable Performance

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

Te Kao School is well placed to sustain and improve its performance. The board is made up of a mix of experienced and new trustees. They are representative of the school community and have identified that ongoing training to support their governance role is useful.

The principal has a collaborative leadership style. He is actively involved in the community and provides opportunities to meet with parents and whānau. Whānau comment that staff and the principal are approachable.

Teachers participate in professional learning and development and access both Māori and English medium facilitators. In 2014, teachers worked collaboratively with neighbouring schools, enabling them to build relationships and professional capability, and to share expertise.

School representatives have worked with the iwi over time to develop a draft Māori Language and Education Strategy for Te Aupouri. The strategy prioritises Te Aupouritanga, life-long and intergenerational learning.

Staff are committed to teaching te reo Māori to parents and whānau to enable them to support their tamariki at home. Regular opportunities include after school classes and Whānau Reo within the home environment.

Local community groups use school facilities, including an after school programme and Te Aho o te Kura Pounamu. The board, community and iwi hope to extend the range of programmes they can offer for students and the wider community of Te Kao to further enrich learning opportunities for all.

Self review processes are developing and are responsive to implementing goals of the school’s charter. Effective communication supports consultation processes and the sharing of information.

The principal, board and ERO agree that to continue to improve its performance it will be important to:

  • develop self-review processes that foster inquiry, greater critique and evaluation
  • strengthen the teacher appraisal processes
  • develop board processes that support succession planning
  • reinstate the school library to further promote student access to quality resources for learning.

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 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 should:

  • analyse the impact of transience on student learning and engagement
  • receive regular information about student attendance.

Conclusion

Te Kao School continues to provide good quality education. The school is the focal point of the community. All students are Māori and identify with the local iwi of Te Aupouri. The settled tone of the school enhances student learning and engagement. Educational success for Māori, as Māori, is strongly promoted.

ERO is likely to carry out the next review in three years.

Graham Randell
Deputy Chief Review Officer Northern

About the School

Location

Te Kao, Northland

Ministry of Education profile number

1

School type

Full Primary (Years 1 to 8)

School roll

37

Gender composition

Boys      24
Girls       13

Ethnic composition

Māori

37

Review team on site

September 2015

Date of this report

30 October 2015

Most recent ERO report(s)

Education Review
Education Review
Supplementary Review

February 2013
November 2009
October 2006