70 Old Quarry Road, Rotorua Central, RotoruaView on map
Western Heights High School
Western Heights High School
Te Ara Huarau | School Profile Report
This Profile Report was written within 7 months of the Education Review Office and Western Heights High School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Te kura tuarua o Rotohokahoka, Western Heights High School is situated on land known as Rotohokahoka at the foot of Ngongotahā maunga. Ngongotahā rises above Rotorua city and Te Rotorua-Nui-ā-Kahumatamomoe in the heart of Te Arawa. The school provides co-education for Years 9 to 13. The school has specialist units that support students wanting an education in Te Reo and other units that cater for students with diverse learning needs. The school’s pepeha is Taumata Rau, heights through opportunity, where every student has over 100 peaks that they are working on or are aspiring towards. Once they achieve one peak they look ahead to the next. It is a journey of continual improvement.
Western Heights High School’s strategic priorities for improving outcomes for learners are to:
provide a safe, affirming, and inclusive place for everyone
identify and reduce barriers that impact on participation, engagement, learning and achievement
celebrate and accurately use te reo and tikanga Māori in our daily interactions
support and develop the people that support and develop our ākonga/students
ensure our ākonga/students have the skills to be work ready
recognise the importance of developing the four dimensions of hauora for continual growth.
You can find a copy of the school’s strategic and annual plan on Western Heights High School’s website.
ERO and the school are working together to evaluate how effectively data is used to inform curriculum planning and design to improve student outcomes.
The rationale for selecting this evaluation is to:
continue to build on assessment for learning professional development
strengthen culturally responsive practice across the school
prepare students with the skills to cope with increasing change and uncertainty.
The school expects to see deliberate acts of teaching and planning that are data informed, and observation data that shows shifts in teacher practice and an increase in student engagement and achievement through improved agency and self-determination.
The school can draw from the following strengths to support the school in its goal to improve student outcomes:
Systems and processes to gather multiple forms of data to inform decision making are in place.
Clear strategic direction of the school from Board and senior leadership.
Well established partnerships and networks that support a wide range of learning opportunities.
Inclusive learning climate that supports wellbeing of all students.
Teaching staff with specialist subject knowledge.
Where to next?
Moving forward, the school will prioritise:
conducting the Rongohia te Hau observation, survey cycle and using the data gathered to inform curriculum planning, design and professional learning
established professional learning groups to use data to inform deliberate acts of teaching to improve outcomes for targeted students
utilise existing internal evaluation processes that identify what approaches are working for students to inform next steps for teaching and learning.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Director of Schools
7 September 2023
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Western Heights High School
Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026
As of June 2023, the Western Heights High School Board has attested to the following regulatory and legislative requirements:
Management of Health, Safety and Welfare
For further information please contact Western Heights High School, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Director of Schools
7 September 2023
About the School
Western Heights High School
Provision for International Students Report
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.
At the time of this review there were 16 international students attending the school, and no exchange students.
The schools internal self-review effectively supports on-going improvement in its provision for international students. School leadership and governance include international students within overall strategic and annual planning and support self-review recommendations to further improve provisions and outcomes for international students attending Western Heights High School.
The school provides a wide range of academic pathways to support international students’ aspirations and extensive extra-curricular activities for students to participate in, within school and within the wider community. Pastoral and well-being support is provided within school systems and structures, and an induction programme ensures students are settled into host families and have made connections with other students, before beginning academic programmes within the school. International students feel well-supported academically and pastorally by the school.
Director of Schools
7 September 2023
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Western Heights High School
Te Reo Matatini me Pāngarau Case Study 2021
He Mātaitanga o te Reo Matatini me te Pāngarau: Western Heights High School - Te Kura o Rotohokahoka, i Rotorua
Te Horopaki o te Rangahau
E tū ana a Western Heights High School - Te Kura o Rotohokahoka ki Rotorua. He kura tuarua auraki tēnei, ā, 1166 ngā ākonga ki te rārangi ingoa o te kura, e 54% o rātou he Māori. E whakarato ana te kura i te mātauranga ki ngā ākonga 1166, mai i ngā Tau 9 ki te 13. He kāhui hoki e aro ana ki te rumaki reo Māori me te rumaki reo Pākehā, e kīia ana ko ‘Te Akoranga Reo Rua’, ā, e poipoi ana te kāhui nei i ngā ākonga Māori 31 me ō rātou whānau. 102 ngā kaimahi whakaako puta noa i te kura, ā, tokotoru o rātou e whakaako ana ki Te Akoranga Reo Rua. I mahi ngātahi Te Tari Arotake Mātauranga me Te Akoranga Reo Rua ki te whakatutuki i tēnei aromātai.
E ai ki te tauāki taketake a te kura, ka whakaratohia te whānuitanga o ngā tūmomo whai wāhitanga kia eke angitu ai te ākonga. Ki tā ngā whakaritenga mō te āhua o te ākonga i tana putanga i te kura, e wawatahia ana kia ngākau titikaha, kia mātau, kia ngākau hihiko, kia aro nui ki te whakatutuki whāinga, kia whakaute, ā, kia whai whakaaro nui hoki ki te tangata i tōna whai wāhi ki te pāpori whānui o Aotearoa. E tohu ana ngā paetae ākonga o ngā tau e toru kua pahure ake nei, kei te eke te nuinga o ngā ākonga i roto i ngā taumata katoa o Te Taumata Mātauranga ā-Motu kua Taea.
He nui ngā rauemi ki Te Akoranga Reo Rua o te kura, ā, he pai hoki te whakatauiratanga o te reo Māori ki ngā ākonga. He aronga torowhānui ki te hāpai i te waiora o ngā ākonga. He papai, he whakakoia hoki ngā hononga ki waenga i ngā kaiako me ngā ākonga, ā, he mauritau ngā akomanga.
Nō te Hōngongoi o te tau 2021 te rōpū rangahau i toro atu ai ki Te Akoranga Reo Rua – Te Kura o Rotohokahoka, ā, i kōrero tahi rātou ki tētahi o ngā kaiako matua me ngā kaiārahi o te reo matatini me te pāngarau, hei āta kapo atu i ā rātou tirohanga.
Ngā Kitenga: Te Reo Matatini
Te angitu mō ngā ākonga o Te Reo Matatini
He mārama te tirohanga me ngā wawata o ngā kaiako o Te Akoranga Reo Rua mō te eke angitu o ngā ākonga. He nui te aro atu o ngā kaiako nei ki te ngākau titikaha o ngā ākonga i roto i te kaupapa, me tō rātou ngākau nui hoki ki te ako.
“I don’t want to have tauira absolutely hate it.” – te reo o te Kaiako
Kei te tāupe te āhua o ngā hōtuku whakawhiwhinga o te kura nei, ā, i tautuhia ki te pūrongo aromātai a Te Tari Arotake Mātauranga i te tau 2020, ngā ia tōrite ki ngā taumata katoa o Te Taumata Mātauranga ā-Motu kua Taea me te Tiwhikete Whakauru Whare Wānanga mō ngā ākonga Māori me ngā tama. Kei raro rawa ngā whakatutukitanga o ngā ākonga Māori i ērā o ngā ākonga Pākehā ki te Taumata 1 o Te Taumata Mātauranga ā-Motu kua Taea me te Tiwhikete Whakauru Whare Wānanga. He tino tōrite hoki ki ngā whakatutukitanga o ngā tama, i ērā o ngā kōtiro i roto i te Tiwhikete Whakauru Whare Wānanga. Ki tā ngā hōtuku whakauru o te kura mō te tau 2018, kei kō noa i te hauwhā anake o ngā ākonga Māori, me te hautoru anake o ngā tama i whiwhi i te Tiwhikete Whakauru Whare Wānanga. He whāinga tā te kura kia hīkina ngā ākonga i roto i te marau, mā ngā taumata iti e toru i te tau kotahi, hei āta whakatau i te whiwhinga o ngā ākonga i ngā akoranga e kōkirihia ana kia anga whakamua ai, hei ea anō hoki i ngā tōrite e mōhiotia ana.
Ko ngā tūāhuatanga e whakaponotia ana e ngā kaiako e whai hua ai ki te kōkiri i te ako me te ahu whakamua, ka hāngai ki te:
- whakarato i ngā rauemi e whai pānga ana, e tika ana, ā, i tuituia ki te ao Māori me te mātauranga Māori, i te mea, hei tā rātou, ko te auraki rawa o ngā rauemi o tēnei wā kei te “turning them off”
- āta whakahonohono tūturu nei ki te ao Māori
- whakamahi i ngā rautaki ako kaupapa Māori me ngā tikanga ako kaupapa Māori, hei āta whakatau i te tino whakatutukitanga o ngā tāera ako o ngā ākonga.
Ahakoa, ki tā ngā kaiako kei te whakatutukihia e ngā ākonga tokomaha o te kāhui i ngā tūmanako, ka kōrero hoki rātou mō te tokomaha hoki kāhore e whakatutuki ana i aua tūmanako, nā ngā take e whai ake nei:
- nā ngā hangahanga me ngā whakaaro e kawea kētia ana e ngā ākonga, mai i te kura tuatahi. E ai ki ngā kaiako nei, he āhuatanga tēnei e whai pānga nui ana ki ngā tama, ā, he maha ngā wā ka huri “hōhā really quickly” aua ākonga.
- kāhore i te rawaka ngā rauemi mai i te Tāhuhu o te Mātauranga, ā, nā tērā mā te kaiako kē ngā rauemi e whakawhanake
- te iti noa o te pūtea i te kura ki te whakatū i ngā kaiāwhina whakaako me ngā kaihāpai o te pānui me te tuhituhi.
He aha te whakaratonga o Te Reo Matatini i tēnei wā?
Ko te whakaratonga o te reo matatini ki tēnei kāhui, ka hāngai ki ngā matea o ngā ākonga, ki ngā taumata o Te Taumata Mātauranga ā-Motu kua Taea, ā, ki te āta whakariterite anō hoki ki te ako i te wā ka hoki atu ki te rumaki reo Pākehā hei te tau 11, nō te mea, kāhore te kāhui e whakarato ana i te mātauranga ki ngā whānau i ngā tau 11 ki te 13. Ka whakamahere ngātahi ngā kaiako, ā, ka whakahonohono i ngā kaupapa ako hei āta whakatau i te whai pānga ake o ngā wheako ako. Ka whakamahi ngā kaiako i te aromatawai asTTle, ki te ārahi i ngā mahere me ngā whāinga o ngā ākonga. Ka whakamahi hoki ngā kaiako nei i te tangongitanga o ngā tūmomo rauemi matihiko, rauemi ipurangi hoki, pērā i te Education Perfect, i te Quizlet, i Te Kete Ipurangi, i te Paekupu hoki hei hāpai i ngā akoranga a ngā ākonga.
E rapu ana ngā kaiako i ngā huarahi auaha ki te whakahihiko, ki te āta kōkiri hoki i ngā ākonga, mā te tuitui i te marau. Ka āta whakatakoto rātou i ngā hononga e whai pūtake ana ki waenga i ngā kaupapa ako, hei āta whakarite i te tika me te whai pānga o ngā kaupapa ki ngā ākonga Māori.
He aha ngā āhuatanga e tika ana mō te whakapuakitanga o te kounga kairangi o ngā whakaakoranga me ngā akoranga o Te Reo Matatini?
I whakaae ngā kaiako me ngā kaiārahi katoa, me whiwhi i ngā rauemi, i te whakawhanaketanga ako ngaio hoki e tika ana, e whai pānga ana, hei hāpai i te whakapuakitanga o ngā hōtaka whakaako me ngā hōtaka akoranga o te kounga kairangi. Ki tā ngā kaiako nei, kāhore he rauemi, he whakawhanaketanga ako ngaio hoki e whai pānga ana, e tika ana, otirā, kāhore hoki i pou herea ai ki ngā tirohanga o te ao Māori. Ahakoa taua tūāhuatanga, he auaha ngā kaiako nei, ā, kua toro atu ki Ako Panuku me Evaluate mō te whakawhanaketanga ako ngaio. Ki tā rātou, kāhore ngā kaupapa e hāngai pū ana i ngā wā katoa, ki ō rātou matea, ki ērā hoki o ā rātou ākonga. Ka hiahia ngā kaiako nei ki te whakawhanaketanga ako ngaio e whai pānga ana, e hāngai ana hoki ki ngā taiao ako rumaki reo Māori.
Ka whakapau kaha ngā kaiako ki te āta hāpai i ā rātou ākonga ki te eke angitu, mā te waihanga rauemi. He mahi roa tēnei, ā, me āta whakaaroaro kia whakatutuki tōtikatia. Ka rapu whānui ngā kaiako nei i ngā rauemi ka hāpai i ā rātou kaupapa, ā, ka kaha toro atu i ia te wā ki ngā taputapu ā-ipurangi i pou herea ai ki ngā mātauranga Māori, pērā i:
- a Tākuta Rangi Mātāmua – ngā whakaaturanga ā-ipurangi e kīia nei, ko “Living with the Stars”
- te 0800 Matariki i Irapuoro, ā, i
- ngā rauemi a Ngāti Whakaue: He Pātaka Pūrākau o ngā kohinga kōrero matihiko o Te Arawa.
E whakapono ana ngā kaiako o tēnei kura, ko te whakawhanaketanga o ngā rauemi ā-hapori tonu e toro atu ai ki ngā kōrero tuku iho a ngā iwi, ka āta whakatau i te whakatairanga ake o ngā putanga ako, ā, ka kaha ake anō hoki te whai wāhi nui o ngā ākonga ki te kiko o ngā mahi o Te Taumata Mātauranga ā-Motu kua Taea.
Ngā Kitenga: Pāngarau
He pēhea rawa te āhua o te angitu mō ngā ākonga i roto i te pāngarau?
Ki tā ngā kaiako titiro, ko te tohu o te angitu a ngā ākonga o Te Akoranga Reo Rua i roto i te pāngarau, ko tō rātou pakari i roto i te kaupapa, me ō rātou ngākau titikaha ki te kōkiri haere me te āta whakamahi i ngā ariā pāngarau i roto i ō rātou nā ao. Hei tauira, ki te titiro a ngā kaiako ki te ao ture, inarā mā te tirohanga Māori, me hōhonu te māramatanga ki ngā hōtuku me ngā tatauranga matatini i roto i ngā take ā-ture:
“My lens is someone who sits in the environment court, [and is able] to interpret data so our hapū and marae can make sense of it, and that our kids aren’t vulnerable to when [data is manipulated against you].” – te reo o te Kaiako
“I want my kids to mārama [kaupapa pāngarau], to be better advocated for themselves and their whānau, hapū and iwi.” – te reo o te Kaiako
I whakapuakihia e ngā kaiako te pā tōraro o te whakaraupapa ākonga ki ngā ākonga Māori, me te whai pānga o taua tūāhuatanga ki te torutoru noa o ngā ākonga Māori kei ngā umanga STEM. Nā tēnā, i tautuhia e ngā kaiako o te kāhui nei, me mātau pū ngā ākonga ki te taurangi, me tino pakari i roto i taua kaupapa, nō te mea, ko te nuinga o te whakaraupapatanga e hāngai ana ki ngā tatauranga i roto i te taurangi o te Tau 9. Mehemea he ngoikore aua tatauranga o te ākonga, ka “navigated away as soon as they walk through the door.” E mōhio ana ngā kaiako, “to focus on algebra, because their results determine where they go” , ā, kāhore rātou e hiahia ana ki pēhia ngā huarahi o ngā ākonga hei te pae tawhiti.
Ko ngā tūāhuatanga matua e whai wāhi nui ana ki te whakawhanaketanga o aua pūkenga me aua pūmanawa, ka pou herea ki te whakawhirinakitanga ki waenga i te kaiako me te ākonga, me te pakari o te whakawhanaungatanga ka ahu mai i reira. Ko te whakaaro horapa mō ngā ākonga, he mahi takeo, he mahi uaua hoki te pāngarau, nō reira, ko te whanaungatanga i pupū ake ai i te whakawhirinakitanga, e noho tūāpapa ana ki te whai wāhi nui o ngā ākonga, me tā rātou ako mātātoa. Ko te whakawhirinakitanga tēnā e kōkiri ana i a rātou:
“They trust that there is a [good] reason why I’m teaching them [this topic].” – te reo o te Kaiako
I tautuhia e ngā kaiako nei ngā tūāhuatanga matua ki tā rātou titiro e whai wāhi nui ana ki te whakatutukitanga o ngā ākonga i ngā tūmanako, ki tā rātou eke rānei ki tua atu i aua tūmanako. Ki tā rātou, ahakoa ka whai pānga ā rātou mahi ki ngā ākonga o roto i te kāhui reo rua, kua tautuhia e rātou ngā tūāhuatanga e whai ake nei e hāpai ai i ngā ākonga Māori ki te eke ki tua atu i ngā tūmanako, arā, ko:
- te whakawhanaungatanga – te whakawhanake i te tino whakawhirinakitanga ki waenga i te kaiako me ngā ākonga
- ngā tūmanako teitei
- ngā whakaakoranga o te kounga kairangi
- te aroturuki i ia te wā i ngā akoranga ki te taha o ngā ākonga, hei āta whakatau i te angitu
- te whai wāhi mai o ngā kaiāwhina whakaako me ngā kaihāpai i te pānui me te tuhituhi mō ngā ākonga
- te whakahāngai i te kiko o ngā mahi, i ngā akoranga hoki ki ngā ākonga, inarā mā te tirohanga e ahu mai ana i te ao Māori
“[It’s important] that they are immersed in te reo, te wairua Māori. This is also about seeing themselves and their knowledge systems on the wall, and to be able to talk about the maramataka, kapa haka [etc].” – te reo o te Kaiako
Ki tā ngā kaiako nei, ahakoa e ahu whakamua ana ngā ākonga tokomaha o te kāhui ki te whakatutuki i ngā tūmanako, tērā anō hoki ētahi atu kāhore e ahu pērā ana. I tautuhia e ngā kaiako nei ngā tūāhuatanga e whai pānga ana, arā, ko:
- te tokoiti o ngā kaiāwhina whakaako me ngā kaihāpai i te pānui me te tuhituhi, me te kore whai wāhi atu a rātou ngā ākonga kāhore pea e eke angitu ki aua whakaratonga tautoko
- te uaua ki te whakapā atu ki ngā rauemi whai pānga, e ahu mai ana i te ao Māori me te reo Māori.
He aha te whakaratonga o te pāngarau i tēnei wā?
Ka whakamahi ngā kaiako o tēnei kāhui i Te Marautanga o Aotearoa me te marau ā-kura ki te whakarite i ngā hōtaka whakaako me ngā hōtaka ako. Ka whakamāori ngā kaiako nei i ngā taumata auraki hei whakamahinga mā rātou.
Hei te tīmatanga o ia kaupapa hou, ka pānui te kaiako i ngā whāinga paetae, kātahi ka “choose a logical order to teach it.” Ka tāutu, ka rapu hoki ngā kaiako i ngā rauemi e whai pānga ana me ngā kēmu e whai wāhi ai ki ngā whakaakoranga. He mea nui ki ngā kaiako nei te whakamahi i ngā kēmu, hei āta whakatau i te ngahau o te ako, i te noho tuwhera hoki o ngā akoranga ki ā rātou ākonga.
“I will start with a game. Then wetewete – pull it to pieces. With this class, it’s good to have one lesson of games each week related to the kaupapa.” – te reo o te Kaiako
Ka toro atu ngā kaiako o tēnei kāhui ki ngā huarahi auaha e hāpai ai i ā rātou ākonga. Ka whakamahi ngā kaiako nei i ngā kēmu me ngā rauemi pāngarau kia whai wāhi nui ai ngā ākonga. Ko ētahi o ngā huarahi, ko te whakamahi i ngā poro kapiti me ngā papakēmu ki te whakaako i ngā ariā pāngarau me te whakawhitiwhiti kōrero mō ērā, mā ngā huarahi e noho tuwhera ana, e noho pārekareka ana ki ngā ākonga.
“For algebra I use lego blocks. 2 red blocks + 2 red blocks = 4 red blocks. When you’ve got indices: r2, with a red block on top of the other.” – te reo o te Kaiako
Kei te māramahia e ngā kaiako te mātuatuatanga o te tuitui i te ao Māori ki ngā akoranga pāngarau. Ko ētahi tauira o taua tūāhuatanga, ko te wā ka tahuri ngā kaiako ki te:
- tono i ngā ākonga ki te “measure the waharoa – rather than following the unit plan on NZ Maths”, ā, i whakamahi i taua taumahi hei tauira aromatawai
- whakamahi i ngā whakaaturanga kapa haka o te pouaka whakaata ki te whakaako i te āhua, i te horahanga, me te wā
“When kapa haka was on, I got them to identify [things like]: what shape the kapa was creating? how long was the poi/haka? what fraction was this item versus that item?”- te reo o te Kaiako
He aha ngā āhuatanga e tika ana mō te whakapuakitanga o te kounga kairangi o ngā whakaakoranga me ngā akoranga o te pāngarau?
Pērā anō hoki i te reo matatini, ki tā ngā kaiako titiro, e tika ana kia whiwhi wawe i ngā rauemi me te whakawhanaketanga ako ngaio e whai pānga ana, e wāhi pūtake ana hoki, hei whakapuaki i ngā hōtaka whakaako me ngā hōtaka akoranga o te kounga kairangi. I tēnei wā, kāhore he rauemi, he whakawhanaketanga ako ngaio hoki, ā, nā tēnā ka pā te tōrite ki ngā ākonga me ngā kaiako o ngā horopaki rumaki reo Māori. Kāhore ngā kaiako e haere ki ngā whakawhanaketanga ako ngaio, nō te mea, ki tō rātou whakaaro, “it’s not available [at all].”
Ka āta kitea ake aua tōrite ki ngā kāhui rumaki reo Māori pēnei i tēnei, nā tō rātou tū ki ngā kura auraki, ā, kāhore e tino wātea ana ki a rātou te tautoko e whakaratohia ana e ngā kāwana whakahaere mō ngā kura o Te Aho Matua me ngā Kura ā-Iwi. Tāpiri atu ki tēnei, ka kite rātou i te nui o ngā rauemi e wātea ana ki ō rātou hoa mahi auraki mō ngā taumata auraki, ā, ka āta kitea ngā whakaratonga kore mā rātou. Ahakoa ngā tōrite me ngā wero, ka whakapeto ngoi ngā kaiako nei ki te whakatairanga tonu i ō rātou pūkenga me te āta whakarite i te whiwhinga o ā rātou ākonga i ngā rauemi maha, mā te waihanga tonu i aua rauemi.
Ka hiahia ngā kaiako o tēnei kāhui i te whakawhanaketanga ako ngaio e aro nui ana, e whai pānga nui ana hoki ki te tirohanga Māori ki te ao. Inarā, e hiahia ana ngā kaiako nei ki te whai wāhi atu ki te whakawhanaketanga ako ngaio ka āwhina i a rātou ki te whakahuri mai i ngā ākonga ki ngā akoranga, me te whakaongaonga i a rātou mā ngā huarahi ngahau.
“For me, I’d like to see [PLD] that [highlights] ideas and fun ways to engage and teach my kids so that it’s not so maroke.” – te reo o te Kaiako
Tērā ngā āhuatanga o te tautoko i taunakihia ai e ngā kaiako i runga i tō rātou whakaaro ka whakatairanga ake i ngā putanga ako, ā, ka whakatau i te āta noho rite o ngā kaiako mō ngā taumata o Te Taumata Mātauranga ā-Motu kua Taea. Ko ētahi o aua āhuatanga, ko:
- ngā pakiwaitara Māori e pā ana ki te pāngarau, mō ngā Tau 10, me ngā Tau 11 ki te 13
- te whakawhanake i tētahi taputapu aromatawai mō te tōrite o te mātauranga, pērā i te taputapu HEAT e whakamahia ana e te rāngai hauora (arā, e ngā poari hauora ā-rohe)
- te whakawhanaketanga o ngā rauemi pāngarau mā roto mai i te horopaki o te ao Māori, mā te reo Māori hoki
- te noho wātea ake o ngā hōtuku o te ao tūturu e whai pānga ana ki a Ngāi Māori, hei whakamahinga ki roto i te pāngarau -arā, ko te mātauranga, te hauora, te pūtaiao hoki – aua kaupapa e wāhi pānga ana ki te Māori.
“I want Māori-specific rauemi, [rauemi] based on Māori legends and traditions. I would like more of this! More, more, more!” – te reo o te Kaiako
Te Pou Mataaho - Manager Evaluation and Research – Māori Services
Te Reo Matatini me Pāngarau Case Study: Western Heights High School, Rotorua
Te Horopaki o te Rangahau | Research context
Western Heights High School is located in Rotorua. This English medium high school has a roll of 1166 students, 54% of which identify as Māori. The school offers educational provision for 1166 students from Years 9 to 13. There is also a partial immersion unit ‘Te Akoranga Reo Rua’ which caters for 31 Māori students and whānau. There are 102 teaching staff across the school and three of these staff teach in Te Akoranga Reo Rua. ERO partnered with Te Akoranga Reo Rua to complete this evaluation.
The school’s stated mission is to provide a range of opportunities for individuals to achieve. Its graduate profile aims for students to be confident, highly educated, motivated, goal orientated, respectful and socially conscious members of New Zealand society. Achievement data over the last three years shows that most students achieve well at all levels of the National Certificate of Educational Achievement.
The school’s partial immersion unit, Te Akoranga Reo Rua, is well resourced and provides good modelling of te reo Māori for students. There is a holistic approach to supporting student wellbeing. Relationships among teachers and students are positive and affirming, and classrooms are settled.
The research team visited Te Akoranga Reo Rua - Western Heights High School in July 2021 and spoke with a key kaiako and leaders of te reo matatini and pāngarau to gain kaiako and leaders’ perspectives.
Ngā Kitenga - Findings: Te Reo Matatini
Success for students in Te Reo Matatini
Kaiako in Te Akoranga Reo Rua have a clear vision and aspiration for student success. These kaiako place great importance on students feeling confident in the subject and enjoy learning.
“I don’t want to have tauira absolutely hate it.” – Kaiako voice
This schools’ attainment data is variable, and ERO’s previous 2020 evaluation report identified that the data showed patterns of disparity at all levels of NCEA and in UE for Māori students and boys. Māori students achieve significantly less well than their Pākehā peers at NCEA Level 1 and in UE. There is also significant disparity for boys who achieve less well than girls in UE. Enrolment-based data for 2018 shows that just over one quarter of Māori students and one third of boys achieved UE. The school has a goal for students to be lifted three curriculum sublevels within a year to ensure students experience accelerated learning progress to combat the acknowledged disparities.
Factors which kaiako believed have the power to accelerate learning and progress attainment included:
- providing relevant and appropriate resources which were integrated in te ao Māori and mātauranga Māori, as it was acknowledge that current Eurocentric resources are “turning them off”
- making real world, authentic connections to te ao Māori
- using kaupapa Māori methodologies and pedagogy to ensure students learning styles were effectively catered for.
While kaiako report that many students in this unit meet expectations, they equally note that many do not for the following reasons:
- habits and mindset that students bring with them from Primary school. These kaiako noted that this was especially true for tama or males and that these students often became “hoha really quickly.”
- inadequate resourcing from the Ministry which meant that kaiako had to develop the resources themselves.
- the low level of schoolwide resourcing for teacher aides and reader-writers.
What is the current provision of Te Reo Matatini?
The current provision of te reo matatini in this unit is based on student needs, NCEA standards and creating a general preparedness to go back into English-medium at Year 11 as the unit does not offer educational services to whānau in Years 11-13. Kaiako plan collaboratively and make connections between subjects to ensure more relevant learning experiences. Kaiako use the asTTle assessment tool to provide guidance for planning and students goals. These kaiako use a range of digital and online resources such as Education Perfect, Quizlet, Te Kete Ipurangi and Paekupu to support student learning.
Kaiako are finding innovative ways to engage and accelerate learners through integrating curriculum. They make deliberate and purposeful connections between subjects to ensure the kaupapa is appropriate and relevant for Māori learners.
What is required to deliver high quality teaching and learning in Te Reo Matatini?
All kaiako and leaders agree that having appropriate and relevant resources and professional learning and development (PLD) are required to deliver high quality teaching and learning programmes. These kaiako acknowledge the lack of relevant and appropriate resources and PLD underpinned by te ao Māori perspectives. Despite this, these kaiako are creative and have used Ako Panuku and Evaluate to access PLD. They note that it is not always tailored to their needs and those of their students. These kaiako would welcome PLD that was relevant and appropriate for Māori-medium learning environments.
Kaiako go to great lengths to ensure their students are fully resourced for success by creating resources themselves. This takes considerable time and thought. These kaiako look widely for resources to support their kaupapa and frequently use online tools that are underpinned by mātauranga Māori such as:
- Dr Rangi Mātāmua - “living with the stars” webisodes,
- 0800 Matariki on Spotify, and
- Ngāti Whakaue based resources: He Pātaka Pūrākau Digital Te Arawa Stories.
Kaiako in this kura believe that the development of locally based resources which access the stories of local iwi, would ensure learning outcomes were maximised and learners will more likely engage with NCEA content.
Ngā Kitenga - Findings: Pāngarau
What does success look like for students in pāngarau?
Success in pāngarau for the kaiako in Te Akoranga Reo Rua, looks like students who have a command of the subject, and can confidently navigate and use mathematical concepts in their everyday lives. For example, kaiako believe in the legal world, and particularly from a te ao Māori perspective, legal challenges require a deep understanding of complex data and figures:
“My lens is someone who sits in the environment court, [and is able] to interpret data so our hapū and marae can make sense of it, and that our kids aren’t vulnerable to when [data is manipulated against you].” – Kaiako voice
“I want my kids to mārama [kaupapa pāngarau], to be better advocated for themselves and their whānau, hapū and iwi.” – Kaiako voice
Kaiako shared the negative impact of streaming on Māori students, and how this contributes to low numbers of Māori students in STEM professions. Due to this, kaiako in this unit identified that it was critical to ensure students are adept in algebra and have a strong command of the subject, because streaming is based to a large degree on Year 9 algebra scores. If those scores are low, they will be “navigated away as soon as they walk through the door”. Kaiako realise they need “to focus on algebra, because their results determine where they go” and they did not want future student pathways stifled.
Key factors that contribute to the development of these skills and attributes are underpinned by the trust between kaiako and student, and the broader relationship established therein. The stereotype for students is that pāngarau is boring and difficult, and so a strong relationship built on trust is foundational to keeping students engaged and active learners. It is this trust that pulls them through:
“They trust that there is a [good] reason why I’m teaching them [this topic].” – Kaiako voice
These kaiako identified key factors they believe contribute to students meeting or exceeding expectations. While they acknowledge that they can only impact on students within their reo rua unit, they identified the following factors which would support Māori students to exceed expectations:
- whakawhanaungatanga – developing deep trust between kaiako and learners
- high expectations
- high quality teaching
- regular monitoring of learning alongside students to ensure success
- having teacher aide/reader writer support for students
- making content and learning relevant to students, particularly from a te ao Māori perspective
“[It’s important] that they are immersed in te reo, te wairua Māori. This is also about seeing themselves and their knowledge systems on the wall, and to be able to talk about the māramataka, kapa haka [etc].” – Kaiako voice
Kaiako acknowledge that while many students in the unit were working towards meeting expectations there were others who were not. These kaiako identified the following contributing factors:
- teacher aide/reader writers are limited resources and students at risk of not achieving often do not gain these supports
- difficulty in accessing relevant rauemi derived from te ao Māori and in te reo Māori
What is the current provision of pāngarau?
The kaiako in this unit use Te Marautanga o Aotearoa, and marau ā-Kura to prepare teaching and learning programmes. These kaiako use English-medium standards and translate them.
At the start of a new subject, kaiako will read the achievement objectives, then “choose a logical order to teach it.” Kaiako will identify and search for relevant resources, and games that can be used to teach the content. Using games are important for these kaiako to ensure learning is fun and accessible for their students.
“I will start with a game. Then wetewete – pull it to pieces. With this class, it’s good to have one lesson of games each week related to the kaupapa.” – Kaiako voice
Kaiako in this unit find innovative ways to support their learners. These kaiako use games and pāngarau resources to engage students. These include using lego and boardgames to teach and communicate mathematical concepts in an accessible and enjoyable way for students.
“For algebra I use lego blocks. 2 red blocks + 2 red blocks = 4 red blocks. When you’ve got indices: r2, with a red block on top of the other.” – Kaiako voice
Kaiako understand the importance of integrating te ao Māori into pāngarau lessons. Examples of this can be seen when kaiako:
- asked students to “measure the waharoa – rather than following the unit plan on NZ Maths” and used this as an assessment sample
- used televised kapa haka performances to teach shape, area, and time
“When kapa haka was on, I got them to identify [things like]: what shape the kapa was creating? how long was the poi/haka? what fraction was this item versus that item?”- Kaiako voice
What is required to deliver high quality teaching and learning in pāngarau?
As with te reo matatini, kaiako refer to the immediate need for appropriate and relevant resources and PLD to deliver high quality teaching and learning programmes. At present there is a lack of both, and this creates disparity for both students and kaiako in Māori-medium settings. Kaiako do not attend PLD as they believe “it’s not available [at all]”.
These inequities are in some ways more noticeable in immersion units like this one, as they are located within English-medium schools and do not always have access to supports offered by governing bodies as in Te Aho Matua and Ngā Kura ā-Iwi kura. In addition to this, they see the extensive resourcing that their colleagues in English-medium are offered around English-medium standards and note the lack of provision for themselves. Despite these disparities and challenges, these kaiako go above and beyond to upskill themselves and ensure their students are well resourced by creating the resources themselves.
Kaiako in this unit would welcome PLD that was responsive and relevant to a Māori world view. Specifically, these kaiako would like to engage in PLD that helped them to engage and stimulate students in fun ways.
“For me, I’d like to see [PLD] that [highlights] ideas and fun ways to engage and teach my kids so that it’s not so maroke.” – Kaiako voice
Kaiako were able to make suggestions about the supports they believed would maximise learning outcomes and ensure kaiako are well prepared for NCEA standards. These included:
- pāngarau-based Māori legends, for Y10, and Y11-13
- develop an Education Equity Assessment Tool, similar to the HEAT tool used in Health (DHBs)
- development of pāngarau resources from within a te ao Māori context, and in te reo Māori
- to have greater access to real world data of relevance to Māori to use in pāngarau – education, health, science – kaupapa that affected Māori.
“I want Māori-specific rauemi, [rauemi] based on Māori legends and traditions. I would like more of this! More, more, more!” – Kaiako voice
Te Pou Mataaho - Manager Evaluation and Research – Māori Services
Western Heights High School - 11/02/2020
Western Heights High School is a co-educational secondary school providing education for students from Years 9 to 13. It is located in Rotorua. The roll of 1166 includes 640 Māori students. At the time of this ERO review, 21 international students attended the school.
The school’s stated mission is to provide opportunities for individuals to achieve. Its graduate profile aims for students to be confident, highly educated, motivated, goal orientated, respectful and socially conscious members of New Zealand society.
The school’s strategic goals for 2019 include:
sustaining good schoolwide relationships
supporting students to transition successfully from school to further learning or work
ensuring high expectations in academic, cultural and co-curricular areas are held and realised
ensuring that every student has the opportunity to achieve to their potential.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
- achievement within the New Zealand Qualifications Framework.
Since the previous ERO review in 2014, a new principal and deputy principal have been appointed. The recently-elected board of trustees includes several first-term representatives. At the time of this review, the board was in the process of recruiting a principal. A current deputy principal has been Acting Principal for 2019.
Leaders and teachers have recently been involved in professional learning and development (PLD) in culturally responsive and relational practices.
The school is a member of the Te Maru o Ngongotaha (Rotorua) Kāhui Ako|Community of Learning (CoL).
1 Equity and excellence – achievement of valued outcomes for students
1.1 How well is the school achieving equitable and excellent outcomes for all its students?
Achievement data over the last three years shows that most students achieve well at all levels of the National Certificate of Educational Achievement.
The school’s standardised entry testing data for students starting in Year 9 shows that most enter the school achieving below expected curriculum levels in reading.
In 2018, enrolment-based achievement data shows that most students achieved at NCEA Levels 1, 2 and 3. Less than half achieved University Entrance (UE). Almost half of all students achieved merit or excellence endorsements in NCEA Level 1, and approximately one third achieved merit or excellence endorsements in Levels 2 and 3. These patterns of achievement have remained consistent over time.
Data over time shows patterns of disparity at all levels of NCEA and in UE for Māori students and boys. Māori students achieve significantly less well than their Pākehā peers at NCEA Level 1 and in UE. There is also significant disparity for boys who achieve less well than girls in UE. Enrolment-based data for 2018 shows that just over one quarter of Māori students and one third of boys achieved UE. Pacific students achieve at generally comparable levels to their Pākehā peers.
School leavers’ data since 2016 shows that most students leave the school with a minimum of an NCEA Level 2 qualification, including the large majority of Māori students.
The school continues to achieve scholarships each year across a range of subject areas in the New Zealand Scholarship examinations. In 2018, the school gained four scholarships, including one outstanding.
School leaders are continuing to refine processes to report dependable achievement information for students at Year 9 and 10.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
The school can show effective acceleration for some students who need this.
Cohort tracking over a 3-year period shows that some students, including Māori, who began school at Year 9 achieving below expected curriculum levels, and stayed until Year 11 and 12, made accelerated progress to achieve NCEA Level 1. This data collation and analysis was done when ERO was onsite.
The school collects a range of information about individual student achievement. However, the school is yet to consistently collate, analyse and report information about accelerated progress for Māori and other students who require it.
2 School conditions for equity and excellence – processes and practices
2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?
The school provides a range of differentiated programmes and pathways for students. Curriculum options cater for students’ diverse strengths and interests. Useful relationships with tertiary institutions and local businesses provide students with meaningful pathways to tertiary study or employment. Students with very high learning needs are supported in the Te Maru class where they experience a rich curriculum through responsive individualised and group planning. The school’s partial immersion unit, Te Akoranga Reo Rua, is well resourced and provides good modelling of te reo Māori for students.
There is a holistic approach to supporting student wellbeing. Relationships among teachers and students are positive and affirming, and classrooms are settled. A vertical house structure encourages student leadership and tuakana teina relationships. Pastoral support includes the services of health professionals, including a doctor and a physiotherapist. Students have opportunities to participate in a wide range of sport, arts and cultural activities.
Leadership is strongly focused on improving outcomes for students. Several initiatives have been introduced to support the growth of teacher capability to improve student outcomes. Productive partnerships with contributing schools are providing opportunities for teachers to share best practice with one another. Systems have been developed to enable increased tracking of student achievement and attendance. Leaders are accessing external professional support to build their understanding of evaluative thinking. The board of trustees provides extra resourcing targeted at groups of at-risk learners.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Leaders have identified areas for continued development. ERO agrees that priority should be given to developing schoolwide collective capacity to do and use internal evaluation. This includes reviewing and clarifying roles and responsibilities at all levels of the school. It is also timely to evaluate and report on the outcomes of initiatives, strategies and interventions to better understand the impact on student progress and achievement, particularly for those who are at-risk in their learning.
Leadership is committed to further improvement in culturally responsive and relational practice, and the recognition of mana whenua. ERO agrees that leaders should continue to build teachers’ capacity to support the learning and progress of Māori students. Leaders have identified the development of a localised curriculum and strengthening iwi partnerships as next steps for the school.
The management and use of achievement data by leaders and teachers need to be strengthened. This includes:
strengthening systems for reporting the achievement of students in Years 9 and 10 particularly in writing and mathematics
identifying, tracking and monitoring the progress for all students who need to make accelerated progress (at-risk students)
ensuring the use of consistent and regular moderation processes
using data to inform teaching practice to accelerate the progress of at-risk students
reporting on the extent and pace of accelerated progress of all at-risk students.
3 Other Matters
Provision for international students
The school is signatory to the Education (Pastoral Care of International Students (Code of Practice 2016 (the code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the code.
At the time of this ERO review there were 21 international students attending the school.
ERO’s investigations confirmed that the school’s self-review process for international students is detailed and contributes to further developments. Policies and practice suitably guide the provision for international students. Orientation is well planned and highly supportive of individuals as they transition into school. Students access relevant curriculum experiences and subject choices, alongside meaningful guidance to support successful pathways to further study.
International students receive high-quality pastoral care and support. Promotion of wellbeing and the meaningful integration into school life is a strong focus. Students are encouraged to participate in an extensive range of school activities and opportunities in the wider community. International students are provided with leadership opportunities throughout the school. Systems for identifying and responding to individual strengths and interests are in place, and shared schoolwide.
The school has identified the need to enhance reporting to the board of trustees. This will further support the school to evaluate the effectiveness in providing positive outcomes for all international students.
4 Board Assurance on Legal Requirements
Before the review, the board 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 the following:
- board administration
- management of health, safety and welfare
- personnel management
- asset management.
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
- emotional safety of students (including prevention of bullying and sexual harassment)
- physical safety of students
- teacher registration and certification
- processes for appointing staff
- stand down, suspension, expulsion and exclusion of students
- school policies in relation to meeting the requirements of the Children’s Act 2014.
5 ERO’s Overall Judgement
On the basis of the findings of this review, ERO’s overall evaluation judgement of Western Heights High School’s performance in achieving valued outcomes for its students is: Developing.
6 Going forward
Key strengths of the school
For sustained improvement and future learner success, the school can draw on existing strengths in:
- a responsive curriculum that provides a holistic approach to students’ learning and wellbeing
- leadership that provides strategic direction and focuses on continuous improvement.
For sustained improvement and future learner success, priorities for further development are in:
- internal evaluation for greater coherence of organisational processes and practices to support ongoing strategic improvement
- extending and embedding schoolwide culturally responsive practices to reflect New Zealand’s bi-cultural heritage
- the management and effective use of achievement data to support accelerated progress and improved outcomes for learners who are at-risk of underachieving.
Areas for improved compliance practice
To improve current practice, the board of trustees should:
- ensure that the school’s complaints procedures are consistently followed, and responses are appropriately documented.
ERO recommends that the school seek support from the New Zealand School Trustees Association (NZSTA) in order to bring about improvements in understanding the roles and responsibilities of governance.
Director Review and Improvement Services
11 February 2020
About the school
Ministry of Education profile number
Secondary (Years 9 to 13)
Females 52% Males 48%
NZ European/Pākehā 38%
Other ethnic groups 3%
Students with Ongoing Resourcing Funding (ORS)
Provision of Māori medium education
Number of Māori medium classes
Total number of students in Māori medium (MME)
Total number of students in Māori language in English medium (MLE)
Number of students in Level 1 MME
Number of students in Level 2 MME
Review team on site
Date of this report
11 February 2020
Most recent ERO report(s)
Education Review June 2014
Education Review June 2009
Education Review September 2006