TKKM o Te Koutu

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.

Education institution number:
1153
School type:
Composite
School gender:
Co-Educational
Definition:
Kura Kaupapa Maori
Total roll:
273
Telephone:
Address:

41 Russell Road, Rotorua Central, Rotorua

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1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, me ngā hapori ki te whakatakoto i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i ngā whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.

2 Te Horopaki

“Pakiaha titikaha, he karamata whitikia e te rā.”

E tū ana Te Kura Kaupapa Māori o Te Koutu ki Rotorua, ā, e whakarato ana i te mātauranga o Te Aho Matua ki ngā ākonga o ngā tau 1 ki te 13. Whai muri i te arotake o mua a Te Tari Arotake Mātauranga i te tau 2012, kua pā ngā rerekētanga nui ki te kāwanatanga i te kura, ki te ārahitanga, ā, ki te whakawhanaketanga marau hoki ki te kura. Ka whai wāhi atu hoki ki taua tūāhuatanga, ko te whakatū i tētahi tumuaki hou me tētahi tumuaki tuarua hou.

3 Te Aronga o te Aromātai

He pēhea rawa te whakatauira mai o ngā ākonga i tō rātou tū hei raukura e whakatinana ana i ngā tūmanako me ngā wawata o ō rātou whānau, ō rātou hapū, me ō rātou iwi ?

Ka oke ngā ākonga ki te eke ki ngā taumata angitu i tautuhia ai mā rātou e ō rātou whānau, ō rātou hapū, me ō rātou iwi.

4 Ngā Whakaaturanga

E rumakina ana ngā ākonga ki te hōhonutanga o te taiao ako reo. Ka rongo rātou i ngā tino tauira o te reo, mai i ngā kaiako katoa me te tini o ngā whānau, ngā kaumātua, me ngā mema o te hapori o roto i te kura, ā, ki tua atu hoki. He māhorahora te rere o te reo Māori ki waenga i ngā ākonga katoa, o ngā reanga katoa, ā, ka āta rongo hoki i te whai wāhi nui mai o te ako i te reo ā-iwi o Te Arawa. E hāpai ana ā rātou hōtaka i tā rātou āta whakawhanake i te whakamahinga tika o te reo Māori ki ngā horopaki ōkawa me ngā horopaki ōpaki. He wawata hoki tō te whānau o te kura kia mātau ngā ākonga ki te kōrero i te reo Pāniora. Kua whakatūngia e ngā kaiārahi tētahi kaiako hou ki te whakapakari ake i taua wāhanga ako reo. He ngākau titikaha ō ngā ākonga ki te whakawhiti kōrero mā te reo Pāniora me te reo Māori.

E hāpaitia ana te whakawhanaketanga o ngā ākonga i ngā hononga me te whakawhanaungatanga ki te taha o ētahi atu. Kua whakapakarihia e ngā kaiārahi ngā hononga o te kura ki a Ngāti Whakaue me te hapori whānui. E noho pūmau ana ngā ohu whakahaere ki te kōkiri i tētahi marau e whakakoia ana, e whakapūmau ana hoki i ngā hononga o te kura ki a Te Arawa. Kua waihangatia tētahi pūkete raukura, ā, ko te pakari o te tuakiri hei uri o Te Arawa kei tōna tūāpapa. Ka whakatutukihia ngā haerenga hei whakapūmau i ngā hononga ki a Te Arawa me ētahi atu iwi. He kanohi kitea rātou ki ngā huihuinga me ngā kaupapa o te hapori, ā, he kaha ngā kaumātua ki te taetae atu ki te kura me te whakapuaki hoki i ō rātou mātauranga. He manawa whakahī tō ngā ākonga ki te whakapuaki i ō rātou tuakiri me ō rātou tūrangawaewae.

Ko ngā wheako a ngā ākonga, e hāpai ana i a rātou ki te tū pakari hei uri o Te Arawa i a rātou e toro whānui atu ana ki te ao, ā, ka tūmāia rātou ki te tangongitanga o ngā tūmomo horopaki. Ka kōkiri ngā kaiako i ngā whai wāhitanga mō ngā ākonga ki te whakatewhatewha me te tūhura i tō rātou taiao ake, ā, ki tua atu hoki. Ka whakamahia te hangarau, puta noa i te kura, hei hāpai i ngā akoranga, ā, hei toro atu hoki ki ngā whai wāhitanga ako tūturu i Aotearoa whānui, ā, i ngā whenua hoki e kōrero ana i te reo Pāniora. Mā te whānuitanga o ngā tūmomo horopaki, ka ākina ngā ākonga kia whakatewhatewhangia, kia kōkirihia hoki ō rātou mōhiotanga me ō rātou māramatanga. He ngākau titikaha, he mahira, he pākiki hoki ngā ākonga mō te ao whānui.

He nui ngā tūmanako o ngā kaiako me te whānau mō ā rātou tamariki. Ka āta whakamihi, ka āta akiaki hoki rātou i ngā ākonga kia eke rātou ki tua atu i te mōkito noa o ngā paetae. Ka kitea ki ngā paetae, kei te rongo ngā ākonga o ngā reanga katoa i te angitu. Ka āta poipoia ērā o ngā ākonga hei āta hāpai ake. He tokomaha ngā ākonga e eke ana ki tua atu i ngā paetae ā-motu i ngā Taumata 1-3 o Te Taumata Mātauranga ā-Motu kua Taea me te Tiwhikete Whakauru Whare Wānanga. E āta poipoia ana ngā pūmanawa o ngā ākonga ki te ārahi. E tūmanakohia ana kia whakahihiko, kia whakahaere hoki ngā ākonga tuākana i a rātou anō, ā, kia tahuri atu ngā ākonga tēina ki te whai kawenga ake me te whakawhanake i tō rātou tū takitahi i a rātou e tupu ana. E whakaakona ana aua pūmanawa mā ā rātou hōtaka akoranga, ā, mā te tautoko o ngā tuākana i ngā tēina ki roto, ki waho hoki i ngā wā ako o te kura. E whai wāhi atu ana te kaunihera ā-ākonga, te hōtaka mō muri i te kura, me te hōtaka ā-hararei ki te whakapakaritanga ake o ngā ākonga i ngā pūkenga ki te ārahi. Ka kitea te ngākau nui me te hiahia nui o ngā ākonga ki te ako.

Kua whakatakotohia tētahi tino aronga nahanaha ki te āta whakatō i ngā whakaritenga papai puta noa i te kura. Ka whakamihia e te whānau te kaha o ngā kaiārahi o te kura ki te noho rāhiri me te whakakotahi i te katoa. Kua mahi te poari ki te taha o te whānau ki te waihanga i tētahi mahere rautaki hei ārahi i te aronga me te whakawhanaketanga o te kura. E toro atu ana ngā kaimahi ki ngā whānau kia whai wāhi nui ai rātou ki ngā kaupapa i te kura. Ko te mahi ngātahi me te āta whakapuaki i ngā whakaritenga ā-pūmanawa ngā tino tūāpapa matua e whakapakari ake ai i ngā āheinga ki te ārahi. He tūmanako anō hoki mō te haere tonutanga o te ako ngaio me te tupu ngaio o ngā kaimahi katoa. E tino whai hononga ana tēnei ki ngā tukanga e pā ana ki te arohaehae i ngā kaimahi me te tautoko. Kua whakaritea ngā tūnga ārahi hei hāpai i te pīkau a ia kaiārahi i ngā kawenga mahi. Kua āta tautuhia ngā tūnga ārahi me ngā kawenga mahi. Kua whakapakarihia ngā whai wāhitanga mō ngā ākonga ki te ārahi, ā, e whai pānga nui ana ngā whakaaro o ngā ākonga ki ngā whakataunga o ngā whakapaitanga.

Kei te mārama ngā kaitiaki o te poari i te whai huatanga o te arotake whaiaro i ia te wā, ā, ka āta whakarite rātou i te whakatutukitanga o ngā herenga katoa e pā ana ki ngā kaupapa here me ngā ture. Arotakengia ai e te poari i ia te wā, ko ngā whakaritenga katoa me ngā tuhinga katoa o te kura. E āta whakatō ake ana ngā mātāpono o Te Aho Matua ki ngā take katoa o te kura, pērā i ngā kaupapa here, ngā tukanga, ngā tuhinga, ngā whakaritenga, ngā hononga tāngata, me ngā mahere rautaki. Kua whakapuakihia ngā wānanga hei huarahi ki te whakaemi i ngā whakaaro me ngā kōrero urupare a ngā kaimahi, te whānau, me ngā hapori, kia whai wāhi atu ai ō rātou whakaaro ki ngā whakataunga. E whai pānga nui ana te arotake whaiaro ki ngā tino putanga ki ngā ākonga.

Ngā Whakaritenga Matua ka whai ake

He maha ngā kōkiritanga hou kāhore anō kia whakatōngia ki ngā whakaritenga i te kura. Ko ētahi o aua kōkiritanga e hāngai ana ki te aroturukitanga me te pūrongo i ngā putanga o te marau ā-kura, me te waihanga i ngā rauemi aromatawai me ngā whakaritenga aromatawai e whai pānga ake ai ki ngā wawata o Te Aho Matua, otirā, o Te Arawa me Ngāti Whakaue hoki.

5 Te Whakatau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e te whānau me te tumuaki he Tauāki Kupu Tūturu a te Whānau 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 aromātai, 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;
  • ngā tukanga ki te whakatū kaimahi;
  • te whakaunu, te aukati, te pana me te whakarerenga; me
  • te tae ā-tinana atu a ngā ākonga ki te kura.

6 Ngā Taunakitanga

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

  • whakaritea ngā tukanga e whai pānga ana ki te aroturukitanga me te pūrongo i ngā putanga o te marau ā-kura, me te waihanga i ngā rauemi aromatawai me ngā whakaritenga aromatawai kia whai pānga ake ai ki ngā wawata o Te Aho Matua, otirā, o Te Arawa me Ngāti Whakaue hoki.

Darcy Te Hau
Toka-ā-Nuku
Te Uepū ā-Motu - Māori Review Services

09 Pipiri, 2021 

7 Ngā Kōrero e pā ana ki te kura

Kura Te Aho Matua Te Kura Kaupapa Māori o Te Koutu

Te tūwāhi

Kei Rotorua

Te tau a te Tāhuhu o te Mātauranga

1153

Te tūmomo kura

Te Aho Matua

Te tokomaha o ngā ākonga o te kura

255

Te ira tangata

Kōtiro    124

Tama     131

Ngā hononga ā-iwi

Māori

100%

Ngā āhuatanga motuhake

Te Aho Matua 

Te wā i te kura te rōpū arotake

Paenga-whāwhā 2021

Te wā o tēnei pūrongo

9 Pipiri 2021 2021

Ngā pūrongo o mua a Te Tari Arotake Mātauranga 

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga  

Pipiri 2013

Pipiri 2007

Whiringa-ā-rangi 2002

1 Introduction

The Education Review Office, whānau, leaders and communities have collaborated to provide evaluation insights that foster improvement, identify progress and build evaluation capability.

2 Context

“Pakiaka titikaha, he karamata whitikia e te rā.”

Te Kura Kaupapa Māori o Te Koutu is in Rotorua and provides Te Aho Matua education for students in Years 1 to 13. Since the last ERO review in 2012, the kura has experienced some significant change to governance, leadership and curriculum development. This includes the appointment of a new tumuaki and tumuaki tuarua.

3 Evaluation Focus

How well do students demonstrate they are high achievers who exemplify the hopes and aspirations of their whānau, hapū and iwi?

Students strive to achieve the successes defined for them by their whānau, hapū and iwi. 

4 Findings

Students are immersed in rich environment for language learning. They are exposed to strong models of te reo from all kaiako and many whānau, and kaumatua and community members within and beyond the kura grounds. Students of all ages converse naturally in te reo Māori reflecting the strong emphasis placed on learning Te Arawa dialect. Their programmes support them to explicitly develop correct use of te reo Māori, for both formal and informal contexts. The kura whānau also aspire for students to be proficient speakers of Spanish. Leaders have appointed a new kaiako to strengthen this language learning area. Students confidently converse in Spanish and te reo Māori.

Students are supported to develop connections and relationships with others. Leaders have strengthened kura relationships with Ngāti Whakaue and the wider local community. The ohu whakahaere are committed to progressing a curriculum that affirms and maintains kura connections to Te Arawa. A graduate profile has been created based on a strong Te Arawa identity. Student excursions are undertaken to reinforce connections to Te Arawa and other iwi. They are visible at local hui and events and kaumātua are frequent visitors and contributors to the kura. Students proudly express who they are and where they are from.

Students learning experiences support them to be Te Arawa-centric global citizens who are confident in a wide range of contexts. Kaiako facilitate opportunities for students to investigate and explore within and beyond their local environment. Technology is used kura-wide to support learning and gain access to authentic learning opportunities across Aotearoa and in Spanish speaking countries. Through a variety of contexts, students are encouraged to question and challenge their knowledge and understanding. Students are confident, inquisitive and curious about the wider world.

Kaiako and whānau have high expectations of and for their children. They meaningfully praise and encourage students to achieve beyond minimum requirements. Achievement information shows that students of all ages are experiencing success. Those requiring additional support are well catered for. Many Students are achieving above the national level in NCEA Levels 1-3 and University Entrance.  Students’ leadership qualities are intentionally fostered. Senior students are expected to motivate and manage themselves and younger students to increasingly take responsibility and develop independence as they mature. These qualities are taught through their learning programmes, with tuākana supporting teina in and outside kura hours. The student council and after school and holiday programmes helps students to build skills for leadership. Students show a passion and desire to learn.

A deliberate and planned approach has been taken to embed positive practices across the kura. Whānau appreciate the welcoming and inclusive nature of kura leaders. The Board of Trustees has worked with whānau to create a strategic plan to guide kura direction and development. Staff are engaging and involving whānau in kura activities. Collaboration and strengths-based practices are key platforms for building leadership capability. There is an expectation that professional learning and growth will be ongoing for all staff. This is closely linked to staff appraisal and support processes. Leadership positions have been created to support enactment of the distributive leadership model. Leader roles and responsibilities clearly defined. Student leadership opportunities have been strengthened and student opinion informs decisions for improvement.

Trustees understand the benefit of regular self-review and ensure all policy and legislative requirements are met. The board undertakes regular review of all kura practices and documentation. Te Aho Matua principles are being further embedded into all kura matters, such as policies, procedures, documentation, practices, relationships and strategic planning.  Wānanga have been introduced as a method of collating staff, whānau and community input and feedback to inform decision making.  Self-review contributes to positive outcomes for students.

Key Next Steps

There are a number of new initiatives that have yet to be embedded in kura practices. These include monitoring and reporting on local curriculum outcomes and designing assessment tools and practises that better reflect Te Aho Matua and Te Arawa/Ngāti Whakaue aspirations.

5 Assurance on Legal Requirement

Actions for Compliance

Before the evaluation, the whānau and Tumuaki completed the ERO Whānau 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 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.

6 Recommendation

 ERO and the whānau developed the following recommendation:

  • establish processes to include monitoring and reporting on local curriculum outcomes and design assessment tools and practises that better reflect Te Aho Matua and Te Arawa/Ngāti Whakaue aspirations.

Darcy Te Hau
Toka-ā-Nuku
– Director
Te Uepū ā-Motu – Māori Review Services

9 June 2021

7 Information about the Kura

Location

Rotorua

Ministry of Education profile number

1153

Kura type

Te Aho Matua

Kura roll

255

Gender composition

Female 124

Male      131

Ethnic composition

Māori

100%

Special features

Te Aho Matua

Review team on site

April 2021

Date of this report

9 June 2021

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2013

June 2007

November 2002

Findings

The purpose of ERO’s reviews is to give whānau and the wider school community information about the quality of education that kura provide and their children receive. ERO’s reports are intended to be clear, concise, constructive and evaluative. An ERO report answers an evaluative question about Te Tino Uaratanga. Under the overarching question ERO reports on the quality of Te Aho Matua education and learning outcomes for children. ERO also reports on self review processes and practices and the attributes of successful Te Aho Matua kura kaupapa Māori.

Ko te pūtake o ngā pūrongo a te Tari Arotake Mātauranga, ko te whakamōhio i te whānau me te hāpori whānui i te kounga o te mātauranga e whakaratohia ana e ngā kura, ā, e whakawhiwhia ana e ngā tamariki. E takunetia ana ngā pūrongo a te Tari Arotake Mātauranga, kia mārama, kia hāngai pū, kia mārohirohi, kia aromātai. E whakautu ana tētahi pūrongo a te Tari Arotake Mātauranga, i te pātai aromātai e pā ana ki te Tino Uaratanga. Nā runga i te whānuitanga o taua pātai, ka pūrongo te Tari Arotake Mātauranga i te kounga o te mātauranga Te Aho Matua me ngā putanga akoranga mō ngā ākonga. Ka pūrongo hoki te Tari Arotake Mātauranga i ngā tukanga e pā ana ki te arotake whaiaro, me ngā whakaritenga ka whai pānga ki te noho angitu o tētahi kura kaupapa Māori o Te Aho Matua.

1. Context

What are the important features of this school’s context?

Te Kura o Te Koutu He Kura Kaupapa Māori is in Rotorua. It has a history of being a high performing kura with a stable leadership team. This unique, co-educational kura provides high quality immersion teaching and learning in te reo Māori, Spanish and English.

Te Aho Matua is the philosophy that underpins teaching, learning and governance.

Whānau members are intrinsically involved in the life of the kura. Teachers, the board, whānau members and the wider kura community make every effort to provide students with high quality learning experiences and opportunities. Whānau members are familiar with and confidently discuss a wide range of topics including curriculum, student achievement and local and national issues. Discussions are always open and transparent and consider the impact on students.

The kura whānau promotes a culture of hard work for students. Students work hard to nurture and develop their talents.

The students are involved in a wide range of sporting and cultural activities locally, nationally and in international settings. Students are confident and mature in their outlook, of the world.

The principal, teachers and the whānau develop confident, multilingual, independent students who are thinkers easily able to navigate a range of cultural contexts.

2. Te Tino Uaratanga

He pehea ra o a tatou tamariki hei takawaenga toi iwi, hei takawaenga toi reo?
How effective are our children as cultural and linguistic brokers?

Senior student are effective cultural and linguistic brokers in Māori, English and Spanish speaking contexts.

Junior students are nurtured in an environment conducive to developing their capacity as cultural and linguistic brokers.

Graduates are positive examples of cultural and linguistic brokers.

Te Ira Tangata

Students value their cultural heritage both as Māori and as members of Polynesia. They take great pride in who they are and accept responsibility to be positive Māori role models.

Teachers and whānau members work diligently and collaboratively to foster and develop student’s sense of pride in their cultural heritage. Students know who they are and where their place is in Polynesia and the wider world.

Teachers and whānau members acknowledge the potential, special characteristics and talents that each individual student brings with them to Te Koutu. A holistic approach to teaching and learning is embraced by the kura whānau. Individual students are helped, supported and encouraged to realise their unique potential. Students are very well supported and nurtured to grow.

Students experience positive interactions with peers and adults and value meaningful relationships. Tuakana/taina support is natural and evident in many different but appropriate contexts. Students demonstrate respect for each other and for adults. They acknowledge and appreciate connections to each other and to their common purpose of realising the aspirations of the ’Te Koutu Way’. Teachers prepare students for the challenges of the changing world successfully.

  • Students take great pride in their appearance and demonstrate self respect.
  • Students accept and take pride and responsibility for who they are.
  • Students are comfortable with and proud of their identity.
  • Students have extensive cultural knowledge.
  • Students sing waiata and undertake cultural practices with confidence, pride and dignity.

Te Reo

Students are proficient speakers of te reo Māori and English and are steadily gaining proficiency in Spanish. Te reo Māori is the main language of communication at Te Kura o Te Koutu. Students communicate competently and confidently.

Teachers are highly effective at engaging students to learn languages. Teachers demonstrate expertise in helping students to use te reo Māori, English and Spanish in natural ways. A wide range of communicative language learning techniques including humour are used to engage students in learning and to develop suitable language skills and proficiency. Many students are able to switch between three languages easily. Students are open, inquisitive and receptive to new learning. They clearly enjoy using their selection of languages to communicate.

  • Students demonstrate value for language.
  • Students are confident and articulate public speakers.
  • Students attain NCEA standards for te reo Māori, English and for Spanish.
  • Students attain success at regional and national speech competitions.
  • Students are multi-lingual.

Ngā Iwi

Students actively participate in their community, and respective tribes while respecting and engaging with other cultures and communities. Students benefit from relationships that have been cultivated deliberately and strategically.

The kura curriculum provides students with many opportunities to learn about their ancestral links and connections. Teachers and whānau members also help students to develop meaningful connections to the wider world. Students travel nationally and internationally and they represent Aotearoa well. Students go into the wider world and further develop their extensive understanding of different cultures throughout the world.

  • Students participate in and support tribal and community events.
  • Students develop meaningful connections to the wider world.
  • Students compare and contrast different people, societies and cultures with their own.
  • Students think critically about the world around them as they develop investigative skills.

Te Ao

Students understand their role as guardians of our heritage and the natural world. They consider the future and their responsibility to pass these on in a healthy state to following generations. Students are well equipped to open-mindedly explore and investigate beyond their immediate world.

A sense of environmental awareness is instilled in the students of Te Koutu. Students actively support the kura parakore programme for reducing rubbish throughout the kura.

Students also accept responsibility for holding onto their cultural heritage. They embrace and promote tikanga Māori, kawa and te reo Māori and act as models for others. Students are empowered with knowledge and confidence to stand tall with pride and participate fully in society.

  • Students retrace the journeys of their ancestors here in Aotearoa and the Pacific to personalise their connections.
  • Students explore environmental sustainability.
  • Students write and publish information onto the internet.
  • Students participate in an extensive number and range of excursions that include the immediate environment and the wider world.

Āhuatanga Ako

Students acquire an extensive range of knowledge, skills, understandings and dispositions in a wide variety of contexts to ensure success. Students eagerly engage in learning.

Teachers are enthusiastic, prepared and well organised. They use humour, laughter and fun activities to help engage and interest students in learning. Students are well informed about what is the focus of learning activities and what the learning pathway looks like. Teachers provide constructive feedback to students about the quality of their work and what the next steps for learning might be. Teachers provide tailored teaching and learning programmes to students. Consequently students are on task, engaged and successful learners.

The principal and senior management team have established a comprehensive approach to gathering data across the seven essential learning areas, strands and objectives. This approach expands on the requirements within Ngā Whanaketanga to reflect a more comprehensive collection of information about students to measure progress and report to whānau.

  • Students eagerly engage in learning and are driven to succeed.
  • Students achieve and progress very well.
  • Students are stimulated and excited to learn.
  • Since 2010 all students who have sat NCEA Level 2 have achieved this target.

Kura-identified areas for development

The whānau has identified the following areas for development:

  • to strengthen Spanish teaching and learning including transition between languages, building language proficiency and extending subject options for students
  • to strengthen the link between the Ngā Taroinga initiative and the kura curriculum and to seek additional funding avenues
  • to increase the number of students who attain NCEA scholarships
  • to continue to develop more self directed learning programmes for students
  • to sharpen the review of teaching and learning programmes, teacher delivery and achievement
  • to further strengthen whānau participation and involvement
  • to build a kura wharekai.

3. Self review and leadership

The board, principal and staff use student achievement, progress and development information as the baseline for their approach to self review. Self review information is gathered regularly in a variety of ways. The whānau, board of trustees, teachers and students make informed decisions about next steps in kura development as a result of comprehensive and ongoing self review.

All self review links to promoting and raising student achievement. The board of trustees receive regular reports about many aspects of kura operations including teaching and learning programmes. Self review information is used to good effect to make improvements to kura operations in the interests of raising student achievement. It also supports the board to make informed decisions to benefit students.

The senior leadership team practices ongoing and regular self review. They draw on best practice, challenge each other and monitor their initiatives, projects and programmes to ensure that they are having the desired impact on raising student achievement across the kura.

Self review is suitably focussed, is a collaborative effort and is embedded as a meaningful process that leads to future development.

The principal is a visionary leader who provides challenge, guidance and support to whānau, staff and students. He is a professional role model who demonstrates commitment to high quality educational provision. His leadership style is empowering and the leadership team supports decision making and direction that focuses on students.

Whānau assurance on legal requirements

Before the review, the board of trustees and principal of the school completed an ERO Whānau Assurance Statement and Self-Audit Checklist. 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
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.
When is ERO likely to review the school again?

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

1. Te Horopaki

He aha ngā āhuatanga whakahirahira o te horopaki o tēnei kura?

E tū ana Te Kura o Te Koutu ki Rotorua. Kua roa tēnei kura me tōna rōpū ārahi e tū pakari ana. He kura motuhake tēnei mō ngā kōtiro me ngā tama tāne, ā, e whakarato ana i ngā whakaakoranga me ngā akoranga rumaki o te kounga kairangi, i roto i te reo Māori, te reo Pāniora, me te reo Pākehā.

Ko Te Aho Matua te tikanga e pou here ana i te whakaakoranga, te akoranga, me te kāwanatanga.

Ka tino whai wāhi ngā mema o te whānau ki te ao o te kura. Ka whakapau kaha ngā kaiako, te poari, ngā mema o te whānau, me te hapori whānui hoki o te kura, ki te whakarato i ngā wheako akoranga me ngā whai wāhitanga o te kounga kairangi ki ngā ākonga. E mōhiotia ana, e āta kōrerohia ana hoki e ngā mema o te whānau te whānuitanga o ngā tūmomo kaupapa, tae atu ki te marautanga, ngā paetae ākonga, me ngā take o te takiwā, o te motu anō hoki. I ngā wā katoa, he mārama ngā whakawhitinga kōrero nei, ā, ka aro nui ki te whai pānga ki ngā ākonga.

Ka whakanui te whānau o te kura i te āhua o te pukumahi ki ngā ākonga. Ka whakapau kaha ngā ākonga ki te poipoi me te whakawhanake i ō rātou pūmanawa.

Ka whai wāhi ngā ākonga ki te whānuitanga o ngā tūmomo kaupapa hākinakina, ā-tangata hoki ki te rohe, ki te motu, ā, ki te ao whānui tonu. He māia, he pakari anō hoki ngā ākonga i roto i tō rātou tirohanga ki te ao.

Ka whakawhanake te tumuaki, ngā kaiako, me te whānau i ngā ākonga pakari, ngā ākonga reo maha, e āhei ana ki te kōkiri i ō rātou ake whakaaro, me te tāroi i te whānuitanga o ngā tūmomo horopaki o te tangata.

2. Te Tino Uaratanga

He pēhea rā te kaha o ā tātou tamariki hei takawaenga toi iwi, hei takawaenga toi reo?

He kaha ngā ākonga tuākana hei takawaenga toi iwi, hei takawaenga toi reo hoki, i roto i ngā horopaki e kōrerohia ana te reo Māori, te reo Pākehā, me te reo Pāniora.

Ka poipoia ngā ākonga tāina ki tētahi taiao e hāngai pū ana ki te whakawhanake i tō rātou āheinga hei takawaenga toi iwi, hei takawaenga toi reo.

He tino tauira ngā ākonga kua puta i te kura, hei takawaenga toi iwi, hei takawaenga toi reo.

Te Ira Tangata

Ka whakamana ngā ākonga i tō rātou whakapapa tuku iho, hei Māori nō te Moana-nui-a-Kiwa. He manawa whakahī tō rātou mō rātou anō, ā, ka āta kawe hoki i ngā mahi hei tino tauira Māori.

He urupū te mahi ngātahi a ngā kaiako me ngā mema o te whānau ki te poipoi me te whakawhanake i te manawa whakahī o te ākonga mō tōna ahurea tuku iho. E mōhio ana ngā ākonga ko wai rātou, ki tō rātou tūrangawaewae hoki i roto i te Moana-nui-a-Kiwa, i te ao whānui hoki.

Ka whakanuia e ngā kaiako, ngā mema o te whānau hoki te pitomata, ngā āhuatanga whakahirahira, me ngā pūmanawa ake tō tēnā, me tēnā o ngā ākonga ki Te Koutu. Ko te aronga ki te katoa o te tamaiti i roto i ngā whakaakoranga me ngā akoranga e tautāwhitia ana e te whānau o te kura. Ka āwhinatia, ka tautokona, ka ākina hoki ia ākonga, kia puāwai ai ō rātou ake pūmanawa. E tino hāpaitia ana, e tino poipoia ana hoki te whanaketanga o ngā ākonga.

Ka wheako ngā ākonga i te pai o ngā taunekeneke ki ō rātou hoa, ki ngā pākeke hoki, ā, ka whakaaro nui ki ngā hononga e whai pūtake ana. He māhorahora te tautoko ki waenga i te tuakana me te taina, ā, ka kitea ki te whānuitanga o ngā horopaki e tika ana. Ka kitea te whakaute o ngā ākonga mō ō rātou hoa, mō ngā pākeke hoki. E mōhio ana, e maioha ana hoki rātou ki ngā hononga ki waenga i a rātou, me tā rātou pūtake ki te whakatinana i ngā wawata o Te Koutu. He angitu ngā mahi a ngā kaiako ki te whakarite i ngā ākonga mō ngā tūmomo wero o te ao hurihuri.

  • He manawa whakahī tō ngā ākonga, mō tō rātou āhua, ā, ka kitea hoki tō rātou whakaute whaiaro.
  • Ka tū pakari, ka tū manawa whakahī hoki ngā ākonga, i runga i te mōhio ki a rātou anō.
  • He tau, he pakari hoki te tuakiri o ngā ākonga.
  • He nui ngā mōhiotanga ahurea o ngā ākonga.
  • Ka waiata, ka kawe hoki ngā ākonga i ngā tikanga ahurea, i runga i te pakari, te manawa whakahī, me te tū rangatira.

Te Reo

He mātau ngā ākonga ki te whakamahi i te reo Māori me te reo Pākehā, ā, e tino mātau haere ana rātou ki te whakamahi i te reo Pāniora. Ko te reo Māori te reo matua o ngā whakawhitinga whakaaro ki Te Kura o Te Koutu. He mātau, he pakari hoki ngā ākonga ki te whakawhitiwhiti kōrero.

Ka tino whai hua ngā mahi a ngā kaiako kia ngana ai ngā ākonga ki te ako i ngā reo. Ka kitea te mātanga o ngā kaiako ki te āwhina i ngā ākonga ki te whakamahi māhorahora i te reo Māori, te reo Pākehā, me te reo Pāniora. Ka whakamahia te whānuitanga o ngā tūmomo rautaki ako e pā ana ki te reo whakawhitiwhiti, tae atu ki te manawa reka, kia ngana ai ngā ākonga ki te ako me te whakawhanake i te pai o ngā pūkenga reo, i te mātau hoki. He tokomaha ngā ākonga e āhei ana ki te whakawhitiwhiti haere i roto i ngā reo e toru. He māhorahora, he mahira hoki ngā ākonga, ā, ka mauminamina rātou ki ngā akoranga hou. Ka āta kitea tō rātou ngākau nui ki te whakamahi i te whānuitanga o ā rātou reo ki te whakawhitiwhiti kōrero.

  • Ka kitea te ngākau nui o ngā ākonga ki ngā reo.
  • He pakari, he wahapū ngā ākonga hei kaikōrero.
  • Ka riro i ngā ākonga ngā taumata o Te Taumata Mātauranga ā-Motu Kua Taea, mō te reo Māori, te reo Pākehā, me te reo Pāniora.
  • Ka eke angitu ngā ākonga i roto i ngā whakataetae kōrero ā-rohe, ā-motu hoki.
  • He reo maha ngā ākonga.

Ngā Iwi

He mātātoa te whai wāhi atu a ngā ākonga ki tō rātou hapori, ō rātou iwi hoki, ā, ka noho whakaute tonu, ka whai wāhi atu hoki ki ētahi atu ahurea, me ētahi atu hapori. Kua āta whakatakotohia ngā hononga, ā, ka whai hua ēnei ki ngā ākonga.

Ka whakarato te marautanga o te kura i te maha o ngā whai wāhitanga ki ngā ākonga ki te ako i ō rātou whakapapa tuku iho, ō rātou hononga tuku iho hoki. Ka āwhina hoki ngā kaiako me ngā mema o te whānau i ngā ākonga ki te āta whakahono atu ki te ao whānui. Haereere ai ngā ākonga i te motu, i tāwāhi hoki, ā, ka tū kaha rātou hei tauira o Aotearoa. Ka puta ngā ākonga ki te ao whānui ki te whakawhanake ake i tō rātou māramatanga whānui ki ngā tūmomo ahurea, puta noa i te ao.

  • Ka whai wāhi, ā, ka tautoko ngā ākonga ki ngā kaupapa ā-iwi, ā-hapori hoki.
  • Ka whakawhanake ngā ākonga i ngā tino hononga whai pūtake ki te ao whānui.
  • Ka whakataurite, ka whakataurite hoki ngā ākonga i ngā tūmomo tāngata, ngā tūmomo papori, ngā tūmomo ahurea hoki ki ō rātou ake.
  • Ka whakaaro kaikini ngā ākonga mō te ao e noho nei rātou, i a rātou e whakawhanake ana i ngā pūkenga torotoro.

Te Ao

He mārama ngā ākonga ki tō rātou tūranga hei kaitiaki o ā tātou taonga tuku iho, ō te ao māori hoki. Ka whakaaro nui rātou ki te tū toiora mai o ngā taonga, me tā rātou kawenga ki te tuku toiora tonu ki ngā whakatupuranga kei te heke mai. He pūaha ngā hinengaro o ngā ākonga ki te tūhura me te whakatewhatewha ki tua atu i te āhua o tō rātou ake noho.

Ka whakatōngia ki ngā ākonga o Te Koutu te arokā ki te taiao. He mātātoa ngā ākonga ki te tautoko i te kaupapa kura parakore, hei whakakore i ngā para i te kura.

Ka kawenga hoki ā ngā ākonga ki te pupuri i ā rātou taonga tuku iho. Ka tautāwhi rātou, ka whakanui hoki rātou i ngā tikanga Māori, ngā kawa, me te reo Māori, ā, ka tū hei tauira mō ētahi atu. Ka whakamanatia ngā ākonga ki ngā mōhiotanga, ā, ka tū pakari, ka tū whakahī hoki, hei āta whai wāhi atu ki te ao whānui.

  • Ka whai atu ngā ākonga i ngā haerenga o ō rātou tūpuna ki Aotearoa nei, ki te Moana-nui-a-Kiwa hoki, hei whakatūturu i ō rātou hononga.
  • Ka tūhura ngā ākonga i te whakapūmautanga o te taiao.
  • Ka tuhi, ka whakaputa mōhiohio hoki ngā ākonga ki te ipurangi.
  • Ka whai wāhi ngā ākonga ki te tino whānuitanga o ngā tūmomo haerenga, tae atu hoki ki tō rātou ake taiao tonu, me te ao whānui.

Āhuatanga Ako

Ka riro i ngā ākonga te whānuitanga o ngā mōhiotanga, ngā pūkenga, ngā māramatanga, me ngā tūnga mōhio ki te maha o ngā horopaki e āta whakarite ana i te angitu. He tākare te whai wāhi atu a ngā ākonga ki te ako.

He tākare ngā kaiako, ā, ka noho rite, ka āta whakarite anō hoki ki te ako. Ka whakauru rātou i te manawa reka, te katakata, me ngā taumahi pārekareka ki ngā akoranga, hei hāpai i te ngana me te ngākau nui o ngā ākonga ki te ako. Ka noho mōhio ngā ākonga ki te aronga matua o ngā taumahi ako, me te āhua o te ara ako. Ka whakapuaki ngā kaiako i ngā kōrero urupare mārohirohi ki ngā ākonga, mō te kounga o ā rātou mahi, me te āhua pea o ngā taumata akoranga ka whai ake. Ka whakahāngai ngā kaiako i ngā hōtaka whakaako, ako hoki ki ngā ākonga. Nā tēnei, ka aro, ka ngana hoki ngā ākonga ki ngā mahi, ā, he ākonga angitu rātou.

Kua whakaritea e te tumuaki me te rōpū kaiwhakahaere matua, te aronga matawhānui ki te whakaemi i ngā hōtuku i roto i ngā wāhanga akoranga matua e whitu, me ngā whenu, ngā whāinga hoki. E whakawhānui ake ana tēnei aronga i tēnā i Ngā Whanaketanga, kia matawhānui ake ai ngā kohinga mōhiohio e pā ana ki ngā ākonga, hei ine i te ahunga whakamua, hei pūrongo hoki ki te whānau.

  • He tākare te whai wāhi atu a ngā ākonga ki te ako, ā, ka ngaki, kia eke angitu ai.
  • He tino pai te eke angitu, te ahu whakamua hoki a ngā ākonga.
  • Ka whakaongaongatia ngā ākonga, ā, he nanawe rātou ki te ako.
  • Mai i te tau 2010, ko ngā ākonga katoa ka whai i te Taumata 2 o Te Taumata Mātauranga ā-Motu Kua Taea, ka eke ki taua taumata.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Kua tāutuhia e te whānau ngā wāhanga e whai ake nei, hei āhuatanga ki te whakawhanake ake:

  • te whakapakari i te whakaako me te ako i te reo Pāniora, tae atu hoki ki ngā whakawhitinga ki waenga i ngā reo, te whakapakari i te mātau ki te reo, me te whakawhānui ake i ngā whiringa kaupapa ki ngā ākonga;
  • te whakapakari i te hononga ki ngā waenga i te kōkiritanga Ngā Taroinga me te marautanga o te kura, me te rapu anō hoki i ētahi atu huarahi whai pūtea;
  • te whakapiki ake i te tatauranga o ngā akoranga e whiwhi ana i ngā karahipi i Te Taumata Mātauranga ā-Motu Kua Taea;
  • te whakawhanake tonu i ngā hōtaka akoranga e kōkirihia ake ana e ngā ākonga
  • te whakapakari ake i te arotake o ngā hōtaka whakaako, ako hoki, me te whakapuakitanga a ngā kaiako me ngā paetae;
  • te whakapakari tonu i te whai wāhitanga a te whānau
  • te whakatū i tētahi wharekai mō te kura.

3. Te arotake whaiaro me te ārahitanga

Ka whakamahi te poari, te tumuaki, me ngā kaimahi i ngā paetae ākonga, me ngā mōhiohio e pā ana ki te ahunga whakamua me ngā whakawhanaketanga, hei tūāpapa mō tā rātou aronga ki te arotake whaiaro. Whakaemihia ai ngā mōhiohio arotake whaiaro i ia te wā, mā te whānuitanga o ngā tūmomo huarahi. Nā runga i te matawhānui, me te haere tonutanga o te arotake whaiaro i ia te wā. ka whai mōhiotanga ngā whakatau whakaritenga a te whānau, te poari, ngā kaiako, me ngā ākonga, mō ngā mahi ka whāia tonuhia hei whakawhanake i te kura.

Ka whakanui, ka whakatairanga hoki ngā hononga katoa o te arotake whaiaro ki ngā paetae ākonga. Whiwhi ai te poari i ia te wā, i ngā pūrongo e pā ana ki ngā āhuatanga maha o ngā whakahaeretanga i te kura, tae atu ki ngā hōtaka whakaako, ako hoki. Ka whai hua te whakamahinga o ngā mōhiohio arotake whaiaro, hei whakapai ake i ngā whakahaeretanga o te kura hei whakatairanga i ngā paetae ākonga. Ka tautoko hoki i te poari ki te noho mōhio ki te whakatau i ngā whakaritenga hei painga mō ngā ākonga.

Whakatutukihia ai e te rōpū kaiwhakahaere matua te arotake whaiaro i ia te wā. Ka aro nui ngā tino whakaritenga pai, ka whakawero rātou i a rātou anō, ā, ka aroturuki hoki i ā rātou kōkiritanga, ā rātou kaupapa, ā rātou hōtaka hoki, hei āta whakarite i te whakatutukitanga pai o te whai pānga e hiahiatia ana ki te whakatairanga i ngā paetae ākonga, puta noa i te kura.

He tika te arotake whaiaro, ka whakatutuki ngātahitia, ā, kua whakatōngia hei tino tukanga ka whai pānga ki ngā whakawhanaketanga kei te heke mai.

He kaiārahi tūtoro te tumuaki, ā, ka whakawero, ka ārahi, ka hāpai hoki ia i te whānau, ngā kaimahi, me ngā ākonga. He tauira ngaio ia, ā, ka whakaatu ia i te ngākau nui ki te whakarato i te mātauranga o te kounga kairangi. Ka whakamana tōna ārahitanga i ētahi atu, ā, ka tautoko hoki te rōpū ārahi i ngā whakataunga me ngā aronga ka hāngai pū ki ngā ākonga.

Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he Tauāki Kupu Tūturu a te Whānau 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 kaiako;
  • te whakaunu, te aukati, te pana me te whakarerenga; me
  • te tae ā-tinana atu a ngā ākonga ki te kura.

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

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i te whā ki te rima o ngā tau.

Makere Smith

Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

About the Kura

Location

Rotorua

Ministry of Education profile number

1153

School type

Composite (Years 1 to 15)

School roll

216

Gender composition

Girls 119 Boys 97

Ethnic composition

Māori 100%

 

Special Features

Te Aho Matua Kura Kaupapa Māori

Review team on site

May 2013

Date of this report

1 June 2013

Most recent ERO report(s)

Education Review

Education Review

June 2007

November 2002