83 Lyttelton Street , Spreydon, Christchurch
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, mā ngā hapū, me ngā iwi.
E tū ana Te Kura Kaupapa Māori o Te Whānau Tahi ki Ōtautahi. E whakarato ana te whānau i te mātauranga mō ngā ākonga o ngā tau 1 ki te 13. Kei te hokihoki mai ngā raukura ki te kura hei mātua, hei kaimahi hoki. Ko tā Te Aho Matua he whakapuaki i ngā wawata o Te Whānau Tahi mō ngā ākonga. Kua pou herea ngā whakaakoranga me ngā akoranga ki ngā hītori me ngā kōrero tuku iho e pā ana ki ngā tūpuna rangatira o te mana whenua.
E whakatinanahia ana, e whakawhānui anōtia hoki e ngā ākonga ngā wawata me ngā tūmanako o te whānau.
Ka kitea ki ngā ākonga tā rātou kawenga whaiaro, te papai o tō rātou kiritau, me tō rātou ngākau titikaha ki tō rātou tuakiritanga. He manawa whakahī tō rātou ki te whakatutuki ngā tūranga nui me ngā kawenga nui, hei painga mō te kura. Ka whai wāhi mātātoa te whānau ki aua kaupapa, ā, he tūāhuatanga tēnā e kōkiri ai i ngā ākonga ki te ārahi me te tautoko i ō rātou hoa, i tō rātou whānau, me te hapori whānui tonu. Ka whakapuaki ngā ākonga i tō rātou mātauranga Māori ki ngā ākonga o kura kē atu. Ka noho mātuatua te whai pānga o te whakapapa me te tuakiri ki te whakapakaritanga o te tū tangata me te ngākau titikaha o te ākonga. He pai ngā hononga ki waenga i ngā ākonga o te wharekura me te kura teina. Ka whakanui ngā amorangi (arā, ko ngā kaiārahi nō ngā ākonga tuākana) i ngā mahi angitu a ngā tēina me ngā tuākana. Ka whakapūmau ngā kāri mīharo i te hiahia o ngā ākonga ki te whakatinana i ngā uara o te kura me ngā mātāpono o Te Aho Matua. Ka whakanui ngā ākonga i ā rātou ake whakatutukitanga, i ngā whakatutukitanga hoki o ētahi atu mā te haka tautoko me te mihimihi. Ka whai whakaaro nui ngā ākonga ki ā rātou haepapa, ā, ka kawe hoki i a rātou anō mā te ngākau māhaki me te ngākau titikaha.
Ka whanake te mātau o ngā ākonga ki te reo Māori, ā, he manawa whakahī o rātou ki te kōrero i te reo Māori. Ka āta whakapuaki ake i te reo hei kapo atu, hei whakatairanga atu hoki i te mātau o ngā ākonga ki te kōrero, te pānui, me te tuhituhi. Ka whai wāhi nui te whānau ki te whakarauoratanga o te reo Māori. Kua tupu matomato mai te mātau me te ngākau titikaha o te whānau ki te whakawhiti kōrero mā te reo Māori i roto i ngā tau tata kua pahure ake. Kei roto i te reo Māori te nuinga o ngā hui, ngā pānui, me ngā tuhinga i te kura, ā, he tūāhuatanga e tohu ana i te whakanuitanga o te reo Māori. Ka āta whakaako ngā kaiako i ngā tūāhuatanga me ngā whakawhānuitanga o ngā hanganga reo o nāianei, o te reo kōrerorero, me te reo ōkawa. Whai wāhi atu ai ngā ākonga ki ngā wheako, ā, ka tūmāia ki te whakaatu me te whakatinana i ō rātou mōhiotanga ki te reo me te ao Māori. Ka whakanuia rātou ki ngā taumata ā-motu, ā-rohe hoki i roto i ngā Manu Kōrero me te kapa haka. Ka tino whakapoutamatia te reo ā-waha ki ngā pōhiri, ngā hui ā-kura o ia rā, ngā whakaaturanga me ngā aromatawai. Ka whanake ngā ākonga kia tino mātau tā rātou whakawhiti kōrero mā te reo Māori, ā, e whai wāhi nui ana rātou ki te whakarauoratanga o te reo Māori ki Te Wai Pounamu.
Ko te mōhiotanga o ngā ākonga ki ō rātou tātai hono e pou here ana i ō rātou hononga tūturu ki waenga i a rātou anō. E mōhio ana te whānau ki te whai pānga nui o te tuakiri, te aronga toi whenuatanga, me te ngākau titikaha ki te angitu o te ākonga. Ka whakahua ake ngā ākonga i ō rātou hononga ki ngā iwi maha, ā, ka whakanui hoki i te tūnga o te mana whenua. Ka whakapuaki rātou i ō rātou mātauranga ki ngā whānau mā ngā huarahi e whakakipakipa ana, e akiaki ana hoki i a rātou ki te kapo atu me te whakapuaki anō hoki i aua whakaakoranga. Ka rongo ngā ākonga i ngā hononga papai, ā, ka kawe atu, ka whakamana hoki i te tauākī e meatia ana, “he tapu te tangata ahakoa ko wai”. Nō iwi kē atu te nuinga o ngā ākonga, ā, ka kitea tō rātou tino māramatanga ki ngā hītori me ngā tikanga o te takiwā nei. Kua tuituia ngā kōrero tuku iho ki ngā ingoa o ngā wāhi ako, ā, he pūmahara mō ngā ākonga ki te whakahirahiratanga. E poipoi ana Te Whare-a-Io i te tautoko ā-whatumanawa, ā-tinana hoki o ngā ākonga me ngā whānau i ngā wā uaua me ngā wā taimaha. E arahina te pōhiri e tētahi rōpū ākonga whai pūkenga, ā, he kaiwero, he kaikaranga, he kaihaka rātou ka āta tautokona e ngā kaimahi tautōhito. He pakari ngā ākonga ki te whai wāhi ki ētahi atu, ā, ka kitea tō rātou tino māramatanga ki ngā mātauranga me ngā hononga tuku iho.
Ina te maruru o ngā whai wāhitanga mō ngā ākonga ki te uru atu me te tūhura haere i te ao Māori, ā, i tua atu hoki. Ko te whakawhānui i ngā akoranga me ngā wheako ā-ao e kitea ana hei tūāhuatanga matua e whakatairanga ake ai i te ngākau titikaha o ngā ākonga. Ko ngā wheako ako tūturu me ngā haerenga ki tāwāhi e whakawhānui ana, e whakatō ana hoki i ngā mōhiotanga o ngā ākonga ki te ao whānui. Ka whakamahi ngā kaiako i ngā kaupapa ngākau nui, i ngā kōkiritanga o te hapori, me ngā tautōhito ki te whakawhānui i ngā mōhiotanga me te māramatanga o ngā ākonga ki te ao ki tua atu i te kura. I nahanaha te toro atu a te whānau ki ngā rauemi i puta whai muri i te rū whenua, ki te whakatū i Te Puna Waiora, hei whakaora, hei tautoko hoki i ngā whānau. Ka whai hua te whakamahinga o ngā hangarau matihiko me ngā taputapu matihiko, hei hāpai i ngā ākonga ki te whakatewhatewha me te tūhura i ngā whai wāhitanga me ngā hononga ki te ao whānui. Ka toro atu ngā ākonga ki te ao mā ngā hangarau me ngā wheako tūturu hoki, ā, ka whakapuaki ki tō rātou whānau.
E tautokona ana ngā ākonga kia ako, kia tupu hoki i ō rātou māramatanga mā roto mai i tētahi taiao ako e whakamana ana, e manaaki ana hoki i a rātou. Ka whakapoapoa ngā hōtaka akoranga i te whai wāhi atu a ngā ākonga, me tā rātou kōkiri i ngā wheako ako. Kei te matawhānui ngā mahere, ā, ka tuitui i te tangongitanga o ngā rauemi me ngā rautaki e hāpai ana i te ahu whakamua a ngā ākonga me ngā paetae. Ko te whai kiko anō hoki o ngā mahere ako takitahi me ngā mahere tautoko e whakatairanga ake anō hoki i ngā putanga ki ngā ākonga. He aronga hanganga e kitea ana ki te reo matatini me te pāngarau i te hōtaka kua tuituia. Ka whakapoutama, ka whakatauira hoki ngā kaiako i ngā tūmanako mō ngā ākonga. Ka whakamōhio ngā whakaritenga aromatawai i ngā mahere, ā, ka whai wāhi atu ki te tautuhi i ngā matea ako o ia ākonga. Mō rātou ngā ākonga e mau ana i ngā matea ako ake, ka āta poipoia rātou mā ngā horopaki e whakatupu ana i tā rātou ako, i tō rātou taha whakahoahoa, me tō rātou aronga toi whenuatanga. Tū ai te aromātai i ia te wā, ā, ka ārahi i ngā whakapaitanga i ngā wā e tika ana. He tino mōhiotanga ō ngā ākonga ki ngā tūmanako me ngā wawata o tō rātou whānau.
Kei te tākare te whai wāhi atu a ngā ākonga ki ngā hōtaka motuhake e ahu mai ana i te ahurea, ā, e aro atu ana ki anamata. Ka tino tohu ngā tuākana o te wharekura i ngā pūmanawa ārahi, mā te manaakitanga, te aroha, me te hūmārie. Ka āta whakaarohia te whakariterite i ngā huarahi ako. Ka whakapoutamatia te whai atu a ngā ākonga o ngā tau 9 me te 10 ki Te Taumata Mātauranga ā-Motu kua Taea, hei hāpai i te angitu. Kua āta whakaritea ngā pūnaha, ā, ka tohu i te nui o ngā tūmanako kia hiranga te whai atu i te ahurea, te hākinakina, me te mātauranga. Kua whakatakotohia ngā whakaritenga o te kounga kairangi mō te aromatawai me te whakaōrite i Te Taumata Mātauranga ā-Motu kua Taea. E āta māramahia ana, e arumia ana hoki te ahu whakamua me ngā paetae a ngā ākonga. Ka whakapuaki ngā kaiako i ngā hōtaka, ā, ka riro i ngā ākonga ngā whakamanatanga o te kaiaka me te kairangi. Ko ngā hōtuku o Te Taumata Mātauranga ā-Motu kua Taea, kei runga noa atu i ngā tatauranga ā-motu, tae atu hoki ki ngā tatauranga e pā ana ki ngā ākonga e whiwhi ai i te tiwhikete whakauru whare wānanga. Ka taea e ngā whānau me ngā ākonga ā rātou ake hōtuku te whakapā atu, ā, ka taunekeneke ki ngā kaiako ki te kōrero me te whai māramatanga ki ngā tūāhuatanga e pā ana ki tā rātou ahu whakamua me ngā paetae.
Ka whai pānga matua ngā kaiārahi ki te whakaratonga o te mātauranga ā-whānau, mātauranga kounga hoki o Te Aho Matua. Ka kitea tō rātou kaha nui ki te mahi ngātahi me te whakawhitiwhiti whakaaro hei whakarato i te tautoko ngaio. Ka kōkiri, ka mahi auaha hoki i a rātou e kapo atu ana i ngā whai wāhitanga hou mō rātou anō, mō ngā ākonga, ā, mō ngā kaimahi hoki. E whai hua ana te huringa taiāwhio tupu ngaio ki te whakatairanga ake i ngā mōhiotanga o ngā kaiako me te whakatinanatanga o ngā whakaritenga e whai hua ana i roto i te whakaako me te atawhai. Ka āta toro atu ngā kaiārahi ki ngā mātanga o waho me te tautoko hoki e tika ana. Ka āta kitea te kotahitanga me te tautoko i ngā ākonga kia eke rātou ki ō rātou tino pūmanawa. Kei te matawhānui ngā pūrongo ki te poari me te whānau, ā, ka whakamōhiotia i ia te wā te ahu whakamua o ngā ākonga me te kura whānui. Ko te hanganga o ngā whakaritenga me te pakari o ngā mahi aromātai o roto e āta whakaū ana i te whai tautoko o ngā whakataunga hei painga mō ngā ākonga, ngā whānau, me ngā kaimahi. Ka whakatauira ngā kaiārahi i ngā mātāpono mā te āhua o tō rātou manaaki, tō rātou tiaki, me tō rātou tupu i te ngākau titikaha o ngā ākonga me ngā manuhiri i tō rātou kura. Kei te pakari ngā tukanga e aromātai ai, e whakapūmau ai i te kaha taetae mai ki te kura. E whakapono ana te whānau ki te rōpū ārahi, ki ngā kaimahi, me te āhua o te ako e whiwhi ana ā rātou tamariki.
Ko Te Aho Matua te huarahi e hāpai ana i te whakatutukitanga o ngā wawata me ngā tūmanako o ngā whānau. Ka ū te whānau ki ngā mātāpono o Te Aho Matua e ārahi nei i a rātou, ā, ka whakapūmau rātou i ngā āhuatanga motuhake o te kura. Ko te whakamahere rautaki me te pakari o te tūnga pūtea e hāpai ana i te whānau ki te mahi auaha me te kōkiri whakamua mā te ngākau titikaha. Kei te hakune, kei te huarewa hoki ngā mahi a ngā mema o te poari, ā, he nui ō rātou mōhiotanga e pā ana ki ngā tukanga whakataunga ā-rangatōpū, ā-iwi hoki. Nā tēnā, kei te tino mīharo tō rātou tū pakari ki te kōkiri i ngā wawata o te whānau me ngā putanga ki ngā ākonga. Ka kaha ū rātou ki ā rātou kawenga ā-ture, ā-kāwana hoki. Ka aro pū ki te katoa o ngā tikanga e pā ana ki te hauora me te haumaru. Ko te pakari me te auau o ngā arotakenga me ngā whakawhitinga kōrero e hāpai ana i te poari ki te whakatau i ngā whakaritenga e whakatairanga ake ai i ngā putanga ki ngā ākonga. Ka noho maioha te whānau ki ngā mahi e whāia ana e ngā ākonga, arā, i ērā e whakatinana ake ana i ō rātou pūmanawa. E puāwai ana ngā ākonga, ā, e eke angitu ana rātou ki tua atu i ngā wawata me ngā tūmanako o te whānau.
Kua tautuhia e te whānau ko ā rātou whakaritenga ka whai ake, ko te kōkiri whakamua i ngā mahere me ngā whanaketanga kia tū hei kura taiao. Kua tīmatahia e rātou te wānanga me pēhea te whakawhānui ake i Te Puna Waiora, arā, i tā rātou ake pūnaha tautoko mō ngā ākonga me ngā whānau. Ka puāwai ngā ākonga ki tētahi taiao e hāpai ana i ngā wawata o te whānau.
I mua i te arotake, i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Whānau me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i aua tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
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 ākonga:
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau te taunakitanga e whai ake nei, arā, kia:
Tiwana Hibbs
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
17 Kohitātea, 2025
| Te tūwāhi | Kei Ōtautahi |
| Te tau a te Tāhuhu o te Mātauranga | 1618 |
| Te tūmomo kura | He kura hiato (Tau 1-15) |
| Te tokomaha o ngā ākonga o te kura | 209 |
| Ngā hononga ā-iwi | Māori 209 |
| Ngā āhuatanga motuhake | Te Aho Matua |
| Te wā i te kura te rōpū arotake | Mahuru 2024 |
| Te wā o tēnei pūrongo | 17 Kohitātea 2025 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Hakihea 2018; Arotake Mātauranga, Hakihea 2014; Arotake Mātauranga, Pipiri 2009 |
The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO’s reports provide important information for whānau, hapū and iwi.
Te Kura Kaupapa Māori o Te Whānau Tahi is in Christchurch. The whānau provide education for students in Years 1–13. Raukura are returning as parents and staff of the kura. Te Aho Matua is utilised to express the aspirations that Te Whanau Tahi hold for students. The history and stories of the eponymous ancestors of mana whenua underpin teaching and learning.
The hopes and aspirations of the whānau are exemplified and exceeded by students.
Students demonstrate personal responsibility, positive self-esteem and confidence in their identity. They proudly carry out important roles and responsibilities for the kura. Whānau are active participants in these activities, which is the impetus for students to lead and support their peers, whānau and the wider community. Students share their mātauranga Māori with students in other kura. Whakapapa and identity are regarded as important and integral in strengthening student agency and confidence. Positive relationships exist between students in the wharekura and kura teina. Amorangi (senior student leaders) acknowledge the successes of teina and of each other. Kari Miharo reinforce student motivation to exemplify the kura values and Te Aho Matua principles. Students celebrate their own and others’ achievements through haka tautoko and mihimihi. Students take their responsibilities seriously and conduct themselves with humility and confidence.
Students develop proficiency in and are proud exponents of te reo Māori. The language is skilfully used to encapsulate and enhance student competence in speaking, reading and writing. Whānau significantly contribute to the revitalisation of te reo Māori. Their expertise and confidence to communicate in te reo Māori has grown exponentially in recent years. Most hui, pānui and kura documentation are in the Māori language, highlighting the value placed on te reo Māori. Kaiako are deliberate in teaching the nuances and extension of contemporary, colloquial and formal language structures. Students regularly participate in experiences where they confidently demonstrate and apply their knowledge of te reo and te ao Māori. They attain accolades at national and regional level for Manu Kōrero and Kapa Haka. Pōhiri, daily hui a kura, performance and assessments deliberately scaffold proficiency in oral language. Students develop as highly competent communicators in te reo Māori and are contributing to the revitalisation of te reo Māori in Te Wai Pounamu.
Student knowledge of their ancestral links underpin their authentic relationships with one another. Whānau recognise that identity, belonging and confidence contribute significantly to student success. Students articulate their connections to multiple iwi while acknowledging the status of mana whenua. They share their mātauranga with whānau in ways that motivate and encourage them to acquire and share the teachings also. Students experience positive relationships and accept and affirm, “he tapu te tangata ahakoa, ko wai”. Students, who are predominantly from other iwi, demonstrate strong understanding of local history and tikanga. This history is imbued in the names of learning spaces and the recollection of students regarding their significance. Te Whare-a-Io provides emotional and physical support for students and whānau during times of challenge and need. Pōhiri is led by a skilled student group of kai wero, kai karanga and kai haka who are well supported by expert kaimahi. Students competently engage with others and demonstrate a sound understanding of ancestral knowledge and connections.
Students have a rich plethora of opportunities to experience and explore te ao Māori and beyond. Expanding learning and life experiences is regarded as pivotal to enhance student confidence. Authentic learning experiences and overseas trips broaden and embed student’s knowledge of the wider world. Kaiako utilise passion projects, community initiatives and expertise to extend student knowledge and understanding of the world beyond the kura. Whānau strategically utilised post-earthquake resourcing to establish Te Puna Waiora for healing and support to whānau. Effective use of digital technology and tools enables students to investigate and explore global opportunities and connections. Students access the world through technology and real experiences which are shared with their whānau.
Students are supported to learn and grow their understanding in a learning environment where they are valued and cared for. Learning programmes entice students to engage and initiate learning experiences. Comprehensive planning incorporates a variety of resources and strategies that support student progress and achievement. Detailed individual learning and support plans further enhance outcomes for students. A structured approach to literacy and numeracy is evident in the integrated programme. Kaiako scaffold and model expectations for students. Assessment practices inform planning and help identify individual student learning needs. Students with additional learning needs are effectively catered for in in ways that reflect the context that grows their learning, their social competency and sense of security. Evaluation is regular and guides improvement where required. Students have a firmly embedded understanding of the hopes and aspirations of their whānau.
Students enthusiastically participate in a culturally grounded and unique future focussed programme. Wharekura seniors epitomise effective leadership qualities with manaakitanga, aroha and humility. Pathways planning is well considered. Years 9 and 10 students are scaffolded into National Certificates of Educational Achievement (NCEA) to support success. Systems are well organised and reflect the high expectations for excellence in cultural, sporting and academic pursuits. High quality assessment and moderation practices for NCEA are in place. Student progress and achievement is well understood and tracked. Kaiako deliver programmes where students achieve endorsements of merit and excellence. NCEA results are well above national norms, including the number of students who attain university entrance. Whānau and students can access their own data and interact with kaiako to communicate and clarify any wonderings around their progress and achievement.
Leaders are instrumental in providing quality Te Aho Matua whānau based education. They demonstrate high levels of collaboration and communication to provide professional support. They are innovative and creative when pursuing new opportunities for themselves, students and staff. The professional growth cycle is effective in further enhancing kaiako knowledge and implementation of effective teaching and pastoral practice. Leaders capitalise on external expertise and seek support as required. A culture of inclusion and support for students to achieve their potential is highly evident. Comprehensive reporting to the board and whānau keeps them informed of student and kura wide progress. Structural organisation and strong internal evaluation practices ensure that decision making is supportive for students, whānau, and staff. Leaders model ngā mātāpono in the way they manaaki, tiaki and grow the confidence of students and manuhiri in their school. Sound processes are in place to monitor and maintain high levels of attendance. Whānau have confidence in the leadership team, staff and the learning their tamariki receive.
Te Aho Matua is utilised to help realise the dreams and aspirations of whānau. Whānau adhere to and are guided by the mātāpono o Te Aho Matua and uphold the unique character of the kura. Strategic planning and a strong financial position enable the whānau to innovate and be progressive with confidence. Board members are strategic and transformative, they have extensive experience in corporate and iwi decision making processes. This has them exceptionally well placed to advance the whānau aspirations and student outcomes. The board vigilantly keep abreast of their legislative and governance responsibilities. Priority is given to all health and safety requirements. Robust, regular review and consultation enables the board to make decisions that enhance student outcomes. Whānau are appreciative of the mahi that students are engaged in, so their potential is realised. Students flourish and excel beyond whānau dreams and aspirations.
Whānau have identified that their next steps are to progress planning and development to become a kura taiao. They have begun discussions on how to expand Te Puna Waiora, their specific support system for students and whānau. Students thrive in an environment that supports whānau aspirations.
Before the review, the board of trustees and principal 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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
ERO and the whānau developed the following recommendation:
Tiwana Hibbs
Toka-ā-Nuku
Te Uepū ā-Motu – Māori Review Services
17 January 2025
| Location | Christchurch |
| Ministry of Education profile number | 1618 |
| Kura type | Composite (Years 1-15) |
| Kura roll | 209 |
| Ethnic composition | Māori 100% |
| Special features | Te Aho Matua |
| Review team on site | September 2024 |
| Date of this report | 17 January 2025 |
| Most recent ERO report(s) | Education Review, December 2018; Education Review, December 2014; Education Review, June 2009 |
E tū ana Te Kura Kaupapa Māori o Te Whānau Tahi ki Spreydon, ki Ōtautahi. He pakari te whai wāhi atu a ngā ākonga ki ngā wheako e whai pānga nui ana ki Te Aho Matua, ā, e poipoi ana hoki i ō rātou pitomata ake hei ākonga. E tino hāpaitia ana rātou e ngā kaimahi me te whānau, kia puritia e rātou ngā mātāpono me ngā uara o tō rātou kura. E whai pūtake ana ngā mahi arotake whaiaro, ā, e hāpai ana hoki i ngā mahi ki te whakapai tonu i ia te wā ki te kura.
Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Te Whānau Tahi i roto i te whā ki te rima o ngā tau, arā, ko Te Manakotanga.
Poipoia ō tātou nei pūmanawa.
E tū ana Te Kura Kaupapa Māori o Te Whānau Tahi ki te hapori o Spreydon, ki Ōtautahi. Nō te tau 1989 te kura i tīmata ai me ngā ākonga tokowhā, i runga i te wawata kia ako tonu ngā tamariki i te reo Māori, ā, kia Māori tonu hoki tō rātou tū i tā rātou whakawhiti mai i te kōhanga reo ki te kura. Mai i taua wā, kua tupu tonu te rahi me ngā āheinga o Te Whānau Tahi, ā, 155 ngā ākonga o te kura ināianei, i ngā tau 1 ki te 13.
Ko tā te kura tirohanga, kia whāngai i te mātauranga ā-whānau e pou ana i ngā mātāpono o Te Aho Matua. Ka ahu mai ngā akoranga i te ahurea, i te tirohanga whakamua, ā, ka hāpai anō hoki i ngā ākonga ki te whai hononga, ki te noho matatau ki te reo Māori, ki te whakatinana i ngā uara matua kua tāutuhia. Kua tapaina ki ngā wāhi ako me ngā akomanga ko ngā ingoa o ngā tino pou whenua o roto o Ngāi Tahu, ā, e whakapūmau ana i te whakahirahiratanga o te mana whenua me te tuakiri.
Ko ngā rangatira mō āpōpō te pūtake atu kia poipoia ō tātou nei pūmanawa.
He ngākau titikaha ō ngā ākonga ki te whai wāhi atu ki ngā wheako e whai pānga nui ana ki ngā mātāpono o Te Aho Matua, ā, e poipoi ana hoki i ō rātou pitomata ake hei ākonga.
Kia tuarāngia te hanganga o te tamaiti kia tū ora i tōna whare ki te ao.
E ako ana ngā ākonga ki ngā taiao e whakapūmau ana i ngā uara, ngā whakapono, me ngā ariā o te ao Māori, pērā i te aroha, te manaakitanga, me te whakapapa. I runga anō i te āhua o te tirohanga a te kura, ka whakapūmau mārika ki te poipoi i ngā pitomata o ia ākonga, o ia ākonga o Te Whānau Tahi. He hihiri, he mārie hoki ngā wāhi ako o ngā ākonga ki ngā akomanga tēina. Ka rongo rātou i te manaaki me te pārekareka i a rātou e ako ana. I ngā ākonga e whakawhiti haere ana i ngā tau akoranga o te kura, ka nui ake ā rātou kawenga me ngā tūmanako hoki kia whakapūmautia e rātou ngā uara o te kura. Ka kitea ki ngā ākonga o te wharekura te whakaute me te pakari haere anō hoki o ō rātou pūkenga e whakawhanakehia ana hei ākonga. Ka ngākau nui rātou ki ngā whai wāhitanga ki te taunekeneke ki ētahi atu kura Māori, me te uru atu ki ngā tino kaupapa i tō rātou hapori. Ka ako, ka mārama hoki ngā ākonga i tā rātou whai wāhi nui ki te whakapūmau tonu i ngā uara o tō rātou kura.
E whakarato ana ngā kaiako me ngā kaiako i tētahi taiao e whakatairanga ana i te manawa whakahī, i te whai oranga, i te eke angitu anō hoki o ngā ākonga hei uri Māori. Nā taua āhuatanga, e kitea ana te whakatinanatanga o ngā uara ā-kura ki ngā taumata katoa o te kura. Ka hāpai ngā kaimahi i te taunekeneke o ngā ākonga hei tuākana, hei tēina. Ka ū rātou ki ngā tino tūmanako mō ngā ākonga, ā, ka whakanui, ka whakamihi hoki i ngā ākonga i ngā wā e tika ana. Kua hāngai ake te titiro a te whānau ki ngā mātāpono o Te Aho Matua, ā, kua toro atu rātou ki te ārahitanga o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, kia whakatū i ngā wānanga e whānui atu ai i tō rātou mōhiotanga ki Te Aho Matua. Kei te pakari haere te whai pānga nui o ngā raukura me ō rātou whānau ki te ahu whakamua o te kura mō meāke nei, i runga anō i te āhua o tō rātou hāpai ake, tō rātou tautoko ake hoki i te kura i nāianei.
E kohu angiangi mai i te ao, i te pō, e rerehua mai te manu o te reo Māori, kia kōkō, kia kūkū, kia keokeo mai ki tōna kounga.
Ka kitea ki ngā ākonga ō rātou whaiaro ngākau pai ki te ako me te whakamahi i te reo Māori. E noho wātea ana ki a rātou te whānuitanga o ngā tūmomo rauemi e whakatairanga ake ana i tā rātou ako i te reo Māori, ā, i tā ako hoki mā te reo. Ka whakamahi hoki i te reo rotarota me ngā waiata hei huarahi auaha, hei huarahi whai pūtake hoki e whakawhānui ai i ō rātou pūkenga reo. Nā aua wheako, ka pipihi ake te hihiri me te pākiki o ngā ākonga ki te whakamahi i te reo Māori i roto i ā rātou akoranga. Ko te noho atu o ngā kaumātua me te whānau ki te kura he tikanga e pūmau ana te mana o te reo Māori i tō rātou hapori. He ngākau titikaha ō ngā ākonga o te wharekura, ki te whakamahi i te reo Māori me te reo Pākehā i roto i ā rātou akoranga. He tino take tō rātou hei whakatauira i te kōrero māhorahora i te reo Māori i ngā wāhanga huhua o ā rātou akoranga. He pai te eke angitu o ngā ākonga tuākana i roto i ngā whakataetae o Ngā Manu Kōrero i ia tau. He pai te whakamahere, te whakatinana hoki o te reo Pākehā hei kaupapa akoranga i te wharekura, ā, e āta whakarite ana tēnei i te whakawhanaketanga o ngā ākonga i ngā pūkenga e tika ana e hāpai ai i ngā huarahi ka whāia e rātou ā meāke nei. E tino tautokona ana te tupu o ngā ākonga i ō rātou pūkenga reo me ā rātou wheako reo.
E hāngai ana te whakangao me te tohatoha o ngā rauemi i te kura ki te rautaki matua mō te reo Māori. Ka kitea taua tūāhuatanga ki ngā whakaritenga, pērā i te hāpai i ngā kaimahi me ngā ākonga tuākana ki te haere ki ngā kura reo, te whakatū i ngā kaimahi e mau ana i ngā pūkenga me ngā wheako tautōhito e poipoi ai i te ako reo, me te whakapuakitanga o tētahi hōtaka whakahihiri mō ngā tamariki e whakawhiti mai ana i te kōhanga reo. Ka kitea ki te whānau tō rātou noho pūmau ki te reo Māori i te kura me te hapori whānui. He aronga whakaraupapa ā te tumuaki me ngā kaiako i roto i ā rātou mahi ki te akiaki me te whakapūmau i te whakamahinga o te reo Māori. Ka whakamana rātou i te reo ā-iwi me ngā kīwaha ake o te wāhi nei, i a rātou e whakanui tonu ana hoki i ngā reo ā-iwi katoa ka pupū ake i iwi kē atu. Ka hāpai tētahi i tētahi ki te whakapūmau i ngā tūmanako mō te reo Māori, ā, ka āwhina hoki i ō rātou hoa mahi e tīmata ana ki te ako i te reo Māori. Ka whakahaerehia ngā hui kaimahi mā te reo Māori, ā, ka toro atu hoki ki ngā whai wāhitanga ki te whakapakari i ā rātou ake whakaritenga.
He ihiihi i rangaranga kia rangahaua ai i te mana ahunga o te tamaiti ki tōna iwi.
Ka whakawhanak ngā ākonga i ō rātou ngā pūkenga me te titikaha o te ngākau kia whai hononga pūmau ki ētahi atu. Tīmata ai ia rā, ia rā ki te karakia, ā, ka kite hoki rātou i ētahi atu e kawe ana i te ārahi me te tohutohu i ō rātou hoa. Ka whakarōpūtia ngā ākonga ki ngā rōpū ā-whānau e whakatairanga ai i te whanaungatanga me te wairua whakataetae pai ki waenga i ngā ākonga me ngā kaimahi. E mōhio ana ngā ākonga ki te mana whenua, ā, koia nei hoki tētahi tūāhuatanga e ākona tonuhia ana e rātou i ia te wā. Ka whakamana rātou i aua hononga hei ākonga o Te Whānau Tahi. Ka torotoro atu ngā ākonga i ō rātou hononga ā-whakapapa mā ngā akoranga kua āta maheretia i te tikanga ā-iwi me te hītori, me te taetae atu ki te ngā wāhi me ngā kaupapa whakahirahira o te motu whānui, pērā i a Parihaka me te Koroneihana. Ka ako ngā ākonga i ētahi atu reo, pērā i te reo rotarota o Aotearoa e tupu ake ai tō rātou mōhio ki ngā tikanga hei honohono atu ki tangata kē. Ka rongo ngā ākonga i te pai o te whakawhanaungatanga ki ētahi atu.
Ka whakarato ngā kaimahi me te whānau i ngā whai wāhitanga auau mō ngā ākonga ki te tūhono atu ki ō rātou hapori ake, ki ētahi atu kura, ētahi atu kura auraki hoki, tae atu hoki ki ngā tū kaupapa ā-motu, ā, o te ao whānui hoki. Ka āta whakarite rātou kia āhei ai ngā ākonga ki te ako me te kawe atu i ngā mahi ārahi i roto i ngā kaupapa e tika ana, pērā i ngā pōwhiri, i te kapa haka, i ngā wānanga. Waihoki, ka whakatauira ngā pakeke i te manawa whakahī mō ō rātou ake iwi, me tō rātou whakaute ki te mana whenua. Ka whakanuia ngā ākonga e ngā kaimahi me te whānau mō tā rātou whai wāhi ki te whakatairanga i te wairua pai ki te kura.
E whakairo te rengarenga o te raukura kia rapu o te ara ao ake i a ia, kia matairoiro i tōna oranga tonutanga.
E ako ana ngā ākonga ki te tū pakari ki te ao Māori, ki ngā huarahi anō hoki ka whāia e rātou hei whai wāhi atu ki te ao whānui. Ka hāpai ā rātou wheako ako i tō rātou māramatanga ki te āhua o ō rātou hononga ki ētahi atu, me tō rātou whai wāhi matua ki ō rātou whānau, tō rātou hapori, me tō rātou iwi. Ka ako rātou i ō rātou tūrangawaewae, ā, ka kitea anō hoki tō rātou manawa whakahī mō ō rātou tūrangawaewae. Ka tīmata tō rātou mārama haere i te āhua tonu o ō rātou hononga ki ngā atua Māori, mā ō rātou pepeha, me te āhua o te tuituitanga o ngā uara o Te Whānau Tahi ki ā rātou akoranga. I a rātou e tupu ake ana, ka ākina te tūhura haere a ngā ākonga mā te pakirehua, te patapatai, me te āta whakapuaki i ō rātou taha pākiki ki te ao Māori me te ao whānui. Ka pakari haere te whakamahinga a ngā ākonga i te hangarau matihiko me ngā pūnaha ā-ipurangi, hei whakawhānui ake i ā rātou ake akoranga. He manawa whakahī ō ngā ākonga mō rātou anō, me ngā huarahi e parangia ana e ā rātou akoranga.
Kua whakaraupapahia e te whānau tō rātou wawata rautaki kia tū hei pokapū o te auaha Māori. Ka hāngai tēnei ki te tū auau o ngā whai wāhitanga mō ngā ākonga ki te whakawhanake i ngā pūmanawa ako e whakatairanga ana i te whakaaro kaikini, te hiringa, me te auaha. Ka āta whakarite ngā kaiako kia taea ai e ngā ākonga ngā hangarau hou te whakamahi i ngā akomanga, i a rātou e kōkiri tonu ana i ō rātou ake whakawhanaketanga ngaio kia whai pūtake ai te whakamahinga o te hangarau ki ngā tūāhuatanga ako i whakaritea kētia. Ka whakamahere, ka whakarato hoki rātou i te whānuitanga o ngā tūmomo wheako ako whakahihiri, puta noa i ngā reanga tau o te kura.
Ko ngā kokonga whare e puāwai i te manawa ako o te tamaiti, koia ko te kākano i ruiruia mai kia Rangiātea tōna ako ki te ao.
E noho tuwhera ana ngā hinengaro o ngā ākonga ki te ako. Ka kitea ki ngā ākonga – puta noa i ngā reanga tau i te kura – tō rātou ngāwari, ō rātou ngākau titikaha hoki ki te whakapuaki i ō rātou whakaaro, te patapatai, me te whai wāhi atu ki ngā whakawhitinga kōrero. Ka kitea ngā mātāpono me ngā uara o Te Aho Matua ki ngā aronga e whakamahia ana hei poipoi i te whakawhanaketanga ā-tinana, ā-whatumanawa hoki o ngā ākonga. Ka tāutuhia, ka hāpaitia hoki ngā ākonga e mau ana i ngā matea ako ake. Ka āta aroturukitia tā rātou ahu whakamua. Ko te āhua o te whakatakotoranga o ngā akomanga me ngā rauemi o roto, e whai pānga matua ana ki ngā huarahi ako e whāia ana e ngā ākonga ki tēnā me tēnā o ngā tū reanga. Ka kapo atu ngā akomanga tēina i te tirohanga kanohi, hei whakaongaonga, hei whakatairanga hoki i te āta pāhekoheko o te tamaiti i te roa o te rā, engari he ngāwari kē te whakawhitiwhiti i te ako takitahi ki te ako ā-rōpu i ngā akomanga o te wharekura. Ka whai pūtake ngā mahi whakanui i ngā whakatutukitanga me te eke angitu o ngā ākonga, ā, ka whakapūmau hoki i te tirohanga a te kura e mea ana, kia ‘Poipoia ō tātou nei pūmanawa.’ Ka kitea ki ngā ākonga ō rātou pūmanawa hei ākonga tūmāia.
Ka āta whakarite, ka āta whakamahere, ka mahi ngātahi anō hoki ngā kaiako, ā, ka whakaaro huritao anō hoki rātou ki ā rātou ake whakaritenga. Ka whai whakaaro rātou ki ō rātou pūmanawa, me te āhua o te whakapuakitanga o aua pūmanawa kia pakari ake ai te whai pānga nui a te katoa ki tēnā me tēnā o ā rātou wāhi ako. Ka whakatinanahia ki ngā whakaaturanga, ko ngā whakataunga e hāpai ana i te whakapai tonutanga o ngā whakaakoranga me ngā akoranga. Ka whai whakaaro ngā kaiako ki ngā aronga tukanga hei whakapaipai i te whakaako, i te ako, i te waiora, he pērā me te PB4L, me ngā mahere ako motuhake mo te ākonga, me ngā rōpū ā-whānau o Pūhoi. Ka hiki ngā pūnaha arohaehae me ngā pūnaha ārahi ako i te tupu o te whakaritenga ngaio, ā, ka hāpai anō hoki i ngā kaimahi ki te kawe ake i ngā tūmomo mahi ārahi i te kura. Ka mahi ngātahi ngā kaiako hei painga mō ngā ākonga, hei whakapakari anō hoki i tā rātou whakaritenga.
Kua tupu tonu te whakaratonga o te mātauranga wharekura, no te arotake o mua a Te Tari Arotake Mātauranga. Kua whakatakotohia ngā rawa, ngā akoranga, me ngā rauemi mō ngā ākonga o te wharekura, ā, e hāngai katoa ana ēnei ki ō rātou matea ako ake, me ō rātou huarahi ako. He matawhānui ngā pūnaha me ngā tukanga o roto e whakahaere ana i ngā tikanga aromatawai ā-motu mō Te Taumata Mātauranga ā-Motu kua Taea, ā, kua āta whakatinanahia hoki. Nō nā tata tonu nei ētahi mātanga kaiako i whakatū ai, ā, kua pakari ake tēnei i te āheinga o ngā kaimahi ki te whakapuaki i ngā kaupapa i āta whakawhānuihia ai. Ka mahi ngātahi rātou ki te whakatairanga i te angitu o ngā ākonga i roto i ngā akoranga, me te whakawhanake anō hoki i ō rātou ake mōhiotanga ngaio. I ngā wā e tika ana, ka taea e ngā ākonga ētahi atu kaupapa ako teitei te whai atu, mā ngā whakaritenga ka whakatakotohia ki te taha o ētahi atu ratonga. E tohu ana ngā putanga o Te Taumata Mātauranga ā-Motu kua Taea i te eke angitu ngā ākonga. Ko te tātari tonutanga o ngā paetae ākonga o Te Taumata Mātauranga ā-Motu kua Taea, e hāpai ana i ngā kaiako me te whānau ki te aro atu i tā rātou titiro ki ngā wāhanga pakari me ngā wāhanga hei āta tātari ake. Ka rongo ngā ākonga o te wharekura i te angitu i roto i ā rātou akoranga me ō rātou whakawhanaketanga ki Te Whānau Tahi.
Nō te tīmatanga o tēnei tau ka whakatūngia tētahi wānanga o Te Aho Matua i te taha o te whānau me ngā kaimahi. Ko tētahi aronga matua i puta ai i taua wānanga, kia whai wāhi tonu, kia tūhura tonu hoki te whānau i ngā huarahi e āta whakatō ai i ngā mātāpono o Te Aho Matua ki roto i ngā whakaakoranga, i ngā akoranga, i te ārahitanga, i te whakahaeretanga, me te kāwana i te whānau. Ka hāngai anō hoki taua aronga ki te āta tautuhi i ngā huarahi ka whakatupu ake i te whai wāhi mai o te whānau me ā rātou whakaritenga i runga anō i te āhua o Te Aho Matua, me te whakapakari anō hoki i te whakamahinga o te reo Māori ki ngā kāinga.
He tira haemata kua poupou i te ranga kia tipu.
He mahi ngātahi te ārahitanga, he whakakoia hoki. Whai muri i te arotake o mua a Te Tari Arotake Mātauranga, kua pā mai ētahi āhuatanga nui ki te whānau whānui me te hapori o te kura. I aua wā taumaha, kua manawanui te whānau, ngā kaiārahi o te kura, me ngā kaimahi ki te ū ki te kura me āna ākonga. He nui te haumitanga, e āta whai wā ana hoki rātou ki te whakatū i tētahi kaiārahi ngaio hou. I tēnei wā, e tino tautokona ana te tumuaki whakakapi e te rōpū ārahitanga matua, e te poari hoki i roto i āna mahi, tae noa ki te wā ka tīmata te tumuaki tūturu hei te tīmatanga o te tau 2019. Ka tino mahi ngātahi te rōpū ārahitanga matua, ā, ka mahi rātou kia kōkiri whakamua tonu ai ngā kaupapa. Ka kitea ki ngā mema o te whānau tō rātou ārahitanga, mā tā rātou ū tonu ki ngā hononga i te kura, me tā rātou whai wāhi mātātoa. Ka riro i ngā ākonga ngā painga o te ārahitanga pakari e āta whai whakaarohia ai.
Ka whai pūtake ngā whakaritenga o te arotake whaiaro, ā, ka kitea ki ngā tini reanga puta noa i te kura. Ka āta whakatakoto ngā mahere rautaki me ngā mahere ā-tau i ngā kaupapa matua kia kōkiri whakamua tonuhia te reo Māori, te eke angitu me te waiora o ngā ākonga, te kounga o ngā whakaakoranga, me te aro pū ki Te Aho Matua i te kura. Ka whakapuaki te whānau me ngā kaimahi i te whai huatanga o ngā tino mōhiohio arotake whaiaro e ārahi ai i ngā whakapaitanga hei painga mō te kura. E noho wātea ana ngā kaupapa here me ētahi atu tuhinga matua hei tirohanga ake. Ka whakamahia te whānuitanga o ngā tūmomo huarahi whakawhitiwhiti whakaaro, kia tini ai ngā tūmomo whakapuakitanga mōhiohio mā ngā mātua, ngā whānau, me te hapori.
Ko te kounga o te whakaako me te whakapai ake i ngā paetae ākonga ētahi o ngā whāinga matua a te whānau. Kua āta whakaritea ngā pūnaha hei arotake, hei tātari, hei pūrongo hoki i te ahunga whakamua me ngā paetae. Ko ngā whakapae e pā ana ki ngā paetae, ka whakatinanahia ki te whānuitanga o ngā tūmomo hōtuku aromatawai me ngā whakaaturanga, kātahi ka arahina ngā whakataunga mō ngā mahi e tika ana ki ngā akomanga, ki te kura whānui hoki. E tohu ana ngā mahi tātari o te reo matatini me te pāngarau, i te whakatutukitanga pai o te nuinga o ngā ākonga. Ko ngā ākonga hei āta hāpai ake i roto i ngā akoranga, e āta aroturukitia ana hei āta whakarite i te ahu whakamua tonu. Ko te eke angitu o ngā ākonga tētahi aronga matua o te whānau, te poari, me ngā kaimahi.
I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari 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:
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:
E taunaki ana Te Tari Arotake Mātauranga kia tahuri te whānau, te poari, me ngā kaimahi ki te:
E tū ana Te Kura Kaupapa Māori o Te Whānau Tahi ki Spreydon, ki Ōtautahi. He pakari te whai wāhi atu a ngā ākonga ki ngā wheako e whai pānga nui ana ki Te Aho Matua, ā, e poipoi ana hoki i ō rātou pitomata ake hei ākonga. E tino hāpaitia ana rātou e ngā kaimahi me te whānau, kia puritia e rātou ngā mātāpono me ngā uara o tō rātou kura. E whai pūtake ana ngā mahi arotake whaiaro, ā, e hāpai ana hoki i ngā mahi ki te whakapai tonu i ia te wā ki te kura.
Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Te Whānau Tahi i roto i te whā ki te rima o ngā tau, arā, ko Te Manakotanga.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
03 Hakihea, 2018
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Te tūwāhi |
Kei Ōtautahi |
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Te tau a te Tāhuhu o te Mātauranga |
1618 |
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Te tūmomo kura |
He kura hiato (Tau 1 ki te 15) |
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Te tokomaha o ngā ākonga o te kura |
157 |
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Te ira tangata |
Kōtiro 82 Tama tāne 75 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Ngā āhuatanga motuhake |
Te Aho Matua |
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Te wā i te kura te rōpū arotake |
1 Mahuru 2018 |
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Te rā o tēnei pūrongo |
03 Hakihea, 2018 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Te Aho Matua Arotake Mātauranga Te Aho Matua Arotake Tāpiri |
Hakihea 2014 Pipiri 2009 Poutū-te-rangi 2007 |
Te Kura Kaupapa Māori o Te Whānau is located in Spreydon, Christchurch. Students confidently engage in experiences that reflect Te Aho Matua and nurture their unique potential as learners. They are ably supported by kaimahi and whānau to uphold the principles and values of their kura. Self-review practices are purposeful and support ongoing improvements in the kura.
The next ERO review of Te Kura Kaupapa Māori o Te Whānau Tahi will be in four-to-five years – Te Manakotanga – Enrichment Evaluation.
Poipoia ō tātou nei pūmanawa. Making our potential a reality.
Te Kura Kaupapa Māori o Te Whānau Tahi is located in the suburb of Spreydon, Christchurch. The kura first began with four students in 1989 with the desire to ensure children could continue to learn te reo Māori and be Māori when they moved from kōhanga reo into school. Since that time, Te Whānau Tahi has continued to grow in terms of its size and capacity, and now has a roll of 155 students from Years 1 to 13.
The vision for the kura is to provide whānau-based education that is underpinned by the principles of Te Aho Matua. Learning will be culturally-grounded and future-focussed, and enable students to be connected, fluent in te reo Māori, and display identified core values. Learning spaces and classrooms are named after prominent landmarks within the tribal boundaries of Ngāi Tahu and reinforce the importance of mana whenua and identity.
Ko ngā rangatira mō āpōpō te pūtake atu kia poipoia ō tātou nei pūmanawa.
Students confidently engage in experiences that reflect the principles of Te Aho Matua and nurture their unique potential as learners.
Kia tuarāngia te hanganga o te tamaiti kia tū ora i tōna whare ki te ao.
Students learn in environments that uphold Māori values, beliefs and concepts such as aroha, manaakitanga and whakapapa. In line with the vision of the kura, there is a strong commitment to nurture the potential of each student within Te Whānau Tahi. Students in the junior classrooms learn in lively and harmonious spaces. They experience care and enjoyment in their learning. As students move through the year levels in the kura, they experience greater levels of responsibility and expectation to maintain the values of the kura. Students in the wharekura show respect and maturity in the skills they are developing as learners. They value opportunities to interact with other kura Māori and participate in important kaupapa within their community. Students learn about and understand their contribution to maintaining the values of their kura.
Kaiako and kaimahi provide an environment where students can be proud of their identity as Māori, live as Māori and be successful as Māori. As such, the role modelling of kura values is evident at multiple levels within the kura. Kaimahi support students to interact as tuākana and tēina. They maintain strong expectations for students, and praise and acknowledge students appropriately. The whānau has strengthened their focus on the principles of Te Aho Matua and sought guidance from Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa to hold wānanga and extend their knowledge of Te Aho Matua. Graduates and their whānau play an increasingly important role in the future of the kura in the ways that they are now able to give back and show support for the kura.
E kohu angiangi mai i te ao, i te pō, e rerehua mai te manu o te reo Māori, kia kōkō, kia kūkū, kia keokeo mai ki tōna kounga.
Students display positive attitudes to learning and using te reo Māori. They have ready access to a range of resources that enrich their learning of and through te reo Māori. Sign language and waiata are used as creative and meaningful approaches to extend their language skills. These experiences spark student interest and curiosity to use te reo Māori in their learning. The presence of kaumātua and whānau within the kura reinforces the value of te reo Māori within their community. Wharekura students can use both te reo Māori and English with confidence in their learning. They play a key role in demonstrating the natural use of te reo Māori across many aspects of their learning. Senior students achieve well in Manu Kōrero competitions every year. English as a subject area in the wharekura is well planned and implemented to ensure students develop the necessary skills to support future pathways. Students are well supported to grow their language skills and experiences.
The investment and allocation of resources in the kura aligns to the strategic priority for te reo Māori. This is evident in actions such as enabling staff and senior students to attend kura reo, employing staff with specialist skills and experience to foster language learning, and creating a vibrant programme for children who transition from kōhanga reo. The whānau demonstrate their commitment to te reo Māori in the kura and their wider community. The tumuaki and kaiako are disciplined in how they encourage and maintain the use of te reo Māori. They recognise the status of the local dialect and distinct language nuances, while also showing value for language of other iwi. They support each other to uphold expectations for te reo Māori and assist colleagues who are at early stages of learning te reo Māori. They conduct staff hui in te reo Māori and seek opportunities to strengthen their own practice.
He ihiihi i rangaranga kia rangahaua ai i te mana ahunga o te tamaiti ki tōna iwi.
Students develop skills and confidence to form enduring relationships with others. They begin each day with karakia and observe how others take responsibility to lead and guide their peers. All students are placed in whānau groups which enhances whanaungatanga and generates good-natured competition amongst students and kaimahi. Students know and continue to learn about mana whenua. They show respect for those connections as learners within Te Whānau Tahi. Students extend their whakapapa connections through planned learning in tikanga ā-iwi and history, as well as by visiting places and events of national significance such as Parihaka and the Koroneihana. Students learn other languages, like New Zealand Sign Language, which grows their understanding of how to connect with others. Students experience positive connections with others.
Kaimahi and whānau provide regular opportunities for students to be involved in their local communities, with other kura and schools, as well as in national and global contexts. They ensure students can learn and take lead roles, as appropriate, in kaupapa such as pōwhiri, kapa haka and wānanga. Furthermore, adults model pride in their own iwi while also showing respect for mana whenua. Students are acknowledged by kaimahi and whānau for their role in creating a positive ethos in the kura.
E whakairo te rengarenga o te raukura kia rapu o te ara ao ake i a ia, kia matairoiro i tōna oranga tonutanga.
Students learn to be confident in their place within the Māori world and in how they contribute to the wider world. Their learning experiences help them to understand how they connect to others and are an integral part of their whānau, community and iwi. They learn about and show pride in their tūrangawaewae. They begin to understand the extent of their connections to atua Māori through their pepeha, and in the way that the values of Te Whānau Tahi are incorporated within their learning. As they grow, students are encouraged to explore through inquiry, ask questions and engage their curiosity about the Māori world and wider world. Students become confident users of digital technology and web-based platforms to extend their own learning. Students take pride in themselves and the places that their learning takes them.
The whānau has outlined their strategic aspiration to become a centre of Māori innovation. This includes regular opportunities for students to develop learning dispositions that promote critical thinking, innovation and creativity. Kaiako ensure students are able to use new technology in classrooms, while also continuing their own professional development to ensure technology is integrated purposefully alongside what they have already established. They plan and provide a varied and interesting range of learning experiences across the year levels in the kura.
Ko ngā kokonga whare e puāwai i te manawa ako o te tamaiti, koia ko te kākano i ruiruia mai kia Rangiātea tōna ako ki te ao.
Students are open and ready for learning. Students across the year levels in the kura display ease and confidence to express themselves, ask questions and engage in discussions. The principles and values of Te Aho Matua are evident in the approaches used to foster students’ physical and emotional development. Student who have additional learning needs are identified and supported. Their progress is closely monitored. The way classrooms are set up and resourced reflects the modes of learning students will be engaged in at different levels. Junior classrooms are visually stimulating and promote high levels of personal interactions throughout the day, while learning spaces in the wharekura allow for greater fluidity between self-directed and group learning. Achievements and successes of students are acknowledged in meaningful ways and uphold the vision of the kura Poipoia ō tātou nei pūmanawa. Students display attributes of being confident learners.
Kaiako are well prepared and planned, work collaboratively, and reflect on their individual practice. They consider what strengths they bring and how these can be used for greater collective impact within their respective learning areas. Decisions to assist with ongoing improvements in teaching and learning are informed by evidence. Kaiako consider and implement approaches that contribute to improvements in teaching, learning and wellbeing such as PB4L, individual education plans and the Pūhoi whānau groups. The appraisal and mentoring systems contribute to the growth of professional practice and enable staff take leadership roles in different ways within the kura. Kaiako work together for the benefit of students and to build their collective practice.
The provision of wharekura education has continued to grow since the previous ERO review. Wharekura students have dedicated facilities, classrooms and resources that are conducive to their learning needs and methods of learning. The internal systems and processes to manage national assessment requirements for NCEA are thorough and well implemented. The capability of staff to deliver across the managed growth of subjects has strengthened with the recent appointment of specialist teachers. They work together to enhance learning success for students and to develop their professional knowledge. Where appropriate, students are able to access other senior subjects through agreed arrangements with other providers. NCEA results show students achieve well. Ongoing analysis of NCEA achievement data allows kaiako and whānau to focus their attention on areas of strength and areas to examine more closely. Wharekura students experience success in their learning and development at Te Whānau Tahi.
A Te Aho Matua wānanga was facilitated with whānau and kaimahi earlier this year. A key outcome of that wānanga was the need to ensure that whānau continue to engage in and explore how to embed the principles of Te Aho Matua across teaching and learning, leadership and management, and whānau governance. This includes defining pathways to grow whānau involvement and practices in line with Te Aho Matua and building te reo Māori capability in homes.
He tira haemata kua poupou i te ranga kia tipu.
Leadership is collaborative and affirming. Since the previous ERO review, there have been significant events which impacted on the extended whānau and community of the kura. Through these challenging times, the whānau, kura leaders and staff have been steadfast in their commitment to the kura and its students. There is significant investment and time being given to the recruitment of a new professional leader. In the meantime, the acting tumuaki is well supported by the senior leadership team and board of trustees to continue in the role until the new permanent tumuaki begins his role early in 2019. The senior leadership team are highly collegial and work in ways that maintain forward momentum. Whānau members demonstrate their leadership by maintaining connections and being active within the kura. Students benefit from sound and considered leadership.
Self-review practices are purposeful and evident at multiple levels within the kura. Strategic and annual planning documents clearly articulate future-focussed priorities for te reo Māori, student success and wellbeing, quality teaching and sustaining an explicit focus on Te Aho Matua within the kura. The whānau and kaimahi articulate the value of robust self-review information to guide improvements that benefit the kura. Policies and other key documents are readily available. A range of communication approaches is implemented to ensure multiple avenues of sharing information with parents, whānau and the community.
Quality teaching and improving student achievement are strategic priorities for the whānau. There are established systems to review, analyse and report on progress and achievement. Judgements about achievement are informed by a range of assessment data and evidence, which then guides decisions about what actions are needed at classroom levels and across the kura. Analysis across the strands of te reo matatini and pāngarau shows that most students are achieving well. Students who require additional learning support are monitored closely to ensure progress continues. The success of students is a priority for the whānau, board of trustees and kaimahi.
Before the review, the board of trustees and principal 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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
ERO recommends the whānau, board of trustees and kaimahi:
Te Kura Kaupapa Māori o Te Whānau is located in Spreydon, Christchurch. Students confidently engage in experiences that reflect Te Aho Matua and nurture their unique potential as learners. They are ably supported by kaimahi and whānau to uphold the principles and values of their kura. Self-review practices are purposeful and support ongoing improvements in the kura.
The next ERO review of Te Kura Kaupapa Māori o Te Whānau Tahi will be in four-to-five years – Te Manakotanga – Enrichment Evaluation.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
3 December 2018
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Location |
Christchurch |
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Ministry of Education profile number |
1618 |
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Kura type |
Composite (Year 1 to 15) |
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Kura roll |
157 |
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Gender composition |
Girls 82 Boys 75 |
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Ethnic composition |
Māori |
100% |
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Special features |
Te Aho Matua |
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Review team on site |
1 September 2018 |
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Date of this report |
3 December 2018 |
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Most recent ERO report(s) |
Te Aho Matua Review Te Aho Matua Review Supplementary Review |
December 2014 June 2009 March 2007 |
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He aha ngā āhuatanga whakahirahira o te horopaki o te kura?
“Poipoia nei o tātou pūmanawa”
He whakaao mārama i te pitomata
He kura nō te tāone Te Kura Kaupapa Māori o Te Whānau Tahi, ā, e tū ana ki te takiwā o Spreydon, ki Ōtautahi.
E whakahaeretia ana a Te Kura Kaupapa Māori o Te Whānau Tahi e ai ki ngā uara o Te Aho Matua. E whakatina ana te whakahau a te kura “Poipoia ō tātou pūmanawa” i te whakaaro kia tautokona ngā tauira ki te whakapakari i ō rātou ake pūmanawa me te whakatinana i te pitomata. Ko te aroha, te manaakitanga, te tino rangatiratanga me te kaitiakitanga ngā uara ka noho hei tūāpapa mō ngā tikanga mahi.
Kua whakatahunatia e te whānau, e ngā kaimahi me ngā tauira ngā ngaru whatiwhati nō te wā o te arotake i mua. Tāpiri atu ki tēnei ko ngā rū whenua o Ōtautahi i te tau 2010 me te whakaaro ki te whakakotahi i ngā kura e rua o te rohe. Kua oti i te whānau te pupuri ki tō rātou tuakiritanga hei kura motuhake. Kua renarena te taukaia i waenganui i te whānau, ngā kaimahi me ngā tauira i ēnei wheako. He iwi kaha, he iwi māia hoki rātou e whakarato nei i te tautoko ki ngā mahi a te kura, ki a rātou anō hoki. He manawaroa, he māia ō rātou, ā, e whakapakari tonu ana, mō ngā mea whai take, kia kaha kē atu ai.
Ka whakarato ana te tumuaki i ngā pūmanawa o te rangatira, mā te tautoko, te wero hoki i ngā kaimahi me ngā tauira. He pai te mahi ngātahi i waenganui i te whānau me ngā mema o te pōari. Ko te ora o ngā tauira me te kounga o te ako te aronui a ngā rōpū nei.
He tau ngā tamariki ki te whakamahi hāngarau. He tau ki te whakarite pae tukutuku hei whakatairanga i ngā akoranga whakawhitinga kōrero. Kua māro te nohotanga, ā, e whakamahia nuitia ana e ngā tauira. Ka hono atu rātou ki ngā tauira o iwi taketake kē atu puta noa i te ao i te wā o ngā hōtaka huihuinga whitiata. E whai whakaaro ana ngā tauira hei tangata whenua matihiko.
E tino kipakipa ana, e kuhu ana hoki ngā tauira ki te ako. E pakari ake ana hei ākonga motuhake.
He pai te whakatinanatanga o ngā tauira i ngā wawata me ngā moemoeā o te iwi.
Kei te whakapūmau ngā tauira i ō rātou ake akoranga. He mea waihanga te hōtaka hei whakatutuki i ngā matea me ngā hiahia o te takitahi. E māia ana ngā tauira ki te arahi i te kura katoa ki ngā karakia, ngā hīmene me ngā waiata. Ka whai wāhi atu rātou ki ngā mahi a te iwi, ki ngā hākinakina me ngā mahi ako. He kipakipa ngā tauira, ā, he nui o rātou hiahia e tino tautokotia ana e te whānau. E whakamihia ana, e whakangāhautia ana te angitūtanga o ngā tauira.
He māia, he tau hoki ngā tauira ki te kōrero i te reo Māori me te reo Pākehā. E whakatauira ana ngā kaimahi i ō rātou tūmanako nui mō te reo Māori. E whakamahia ana e te nuinga o te whānau te rautaki whakarauora reo a Kaitahu. E takatū ana, e tino rite ana hoki ngā kaimahi ki te whakaako i te reo Māori, ā, he nui ngā akoranga me ngā whakawhanaketanga i te tohungatanga nō roto, nō waho hoki. E whakaatuhia ana e ngā kōrero mō ngā reo i te angitū o ngā tauira. Kua koke noa atu ngā tauira i mate ki te whai tautoko. E whakatutuki ana ngā tauira i ngā āhuatanga reo o te NCEA.
Kua whakahoahoa ngā tauira ki ngā tāngata rite kore. E whakamanahia ana, e whakaute ana mō te mana whenua. E tūhonohono ana rātou ki ngā tāngata o tō rātou ahurea me te ao whānui. Kua whai wāhi atu te rangahau Wai, he mahi ngātahi i waenganui i te iwi me te hāpori, ki te angitūtanga o ngā tauira. He māro ngā here o te whānau ki te hāpori, ā, ki tua.
E mārama ana ki ngā tauira, ā, e whakatinana ana hoki rātou i te whanaungatanga. He mahana, he wairua poipoi, he manaaki hoki ngā hononga puta noa i te whānau o te kura. E mahi tahi ana ngā tauira ki tangata kē atu, ā, he tino wāhi ō rātou ki te kāwaiwhakaheke nō roto i te hāpori. E whakapau kaha ana ki te whakarato i te manaaki ki ngā tauira. E haere ana ngā kōrero tautoko i te toiora o te tauira. E whakamihia ana, e whakangāhautia ana te angitūtanga o ngā tauira. He kaha te tuakiritanga me te tūrangawaewae o ngā tauira.
E tino whakatōmene ana, e mātai ana hoki ngā tauira i tō rātou taiao me te taiao whānui. E ako ana ngā tauira i ngā kīanga, ngā whakatauki, ngā hītori, ngā waiata me ngā karakia o te takiwā. E whai wāhi atu ana rātou ki ngā kaupapa o te takiwā, te hapū me te iwi, ā, kua tū ki ngā hui whakakaupapa. E māro ana ngā hononga o ngā kaimahi me ngā tauira ki te kura. Nā te tūhonohonotanga a ngā kaimahi i ō rātou whakaaro mō te marau me te whakatinanatanga, he wairua manaaki ō te mahi tahi.
He tau ngā tamariki ki te whakamahi hāngarau. He tau ki te whakarite pae tukutuku hei whakatairanga i ngā akoranga whakawhitinga kōrero. Kua māro te nohotanga, ā, e whakamahia nuitia ana e ngā tauira. Ka hono atu rātou ki ngā tauira o iwi taketake kē atu puta noa i te ao i te wā o ngā hōtaka huihuinga whitiata. E whai whakaaro ana ngā tauira hei tangata whenua matihiko.
E kaha pupuri ana ngā tauira ki ngā hononga ki ō rātou ahurea me te ao whānui.
E tino kipakipa ana, e kuhu ana hoki ngā tauira ki te ako.
E tino takatū ana ngā kaimahi, e rite ana, ā, e hikaka ana ki te whakaako me te ako. E whakamana ana rātou i te tapu o te māhere e ai ki ngā hiahia o te takitahi, o ngā rōpū tokoiti me te akomanga whānui. Ka whai hua ngā rautaki whakaako me ngā rauemi, pēnei i te ICT, e whakamahia ana e ngā kaimahi.
He harikoa, he rawe hoki ki ngā tauira te ako. He taiao whakakorikori, he taiao tau ō rātou. Ka wero ngā tauira i ngā kaimahi kia hohonu ake ō rātou mōhiotanga. He māhere pai ō rātou hei kōkiri i ngā tautokotanga kaimahi i roto i ngā āhuatanga whakangungu, ako hoki. Ka tūhonoho whakaaro, ka whakamahia hoki e ngā kaimahi ō rātou ake pūkenga, pūmanawa hoki ki te vxtautoko kē atu i ngā tauira i roto i ngā akoranga me te toiora. E tino mārama ana rātou ki te hohonutanga o ngā raraunga aromatawai me ngā tātaritanga e whakamahia ana hei whakarato i ngā tukunga hāngai tonu ki ngā tauira.
E tino tautokotia ana ngā tauira kia whakawhiwhia ki ngā tohu kaiaka, me te kairangi i roto i ngā whakatutukitanga whāinga a NCEA, ā, e mārama ana te pukapukatanga i roto i te māhere-ā-tau. Ka whakamana ngā tauira i te wāhi ki a rātou, ā, e tino hihiko ana ki te whakamau ki ngā taumatama ikeike.
Kua oti i te whānau te whiriwhiri i ngā ara atu i kōnei, arā, ko te whakawhanake i te rautakitanga me te arotakenga o ngā kaupapa, e hāngai ana ki te whakakitenga, e mahia ana e rātou.
He kaha ngā aratakinga puta noa i ngā wāhanga o te kura.
He mārama te whakakitenga me ngā tūmanako nui kua whakatapuhia e te pōari kaitiaki. Nō te whakapūmautanga o te tumuaki kua whakamana rātou i a ia ki te arataki i te kura me te whānau. Kua tino tāpae atu rātou ki ngā kaupapa mātauranga me ngā hono whaihua ki ngā tauira. He ara ō rātou kua rautakitia ki te whakatinana i te whakakitenga me ngā āhuatanga whakawhanake o te kura.
E tautoko ana te tumuaki i te whānau me te whakaaro nui. Ka whakaratotia e ia te ara me te āinga mō te panoni me te whakaniko. He kaiwhakatauira ia i te tohungatanga i roto i tāna whakamahi i te arotake whaiaro ki te manaaki i āna whakatau. E arataki ana te tumuaki i ngā whakangungutanga kaimahi me ngā akoranga e aropū ana ki te whakapakari i ngā pūkenga o ērā e karapoti ana i a ia. E mōhio ana ia ki ngā pūkenga me ngā tohungatanga o āna kaimahi, ā, e whakatairanga ana hoki ia i tētehi mahere hāpai i ngā mahi a te rangatira.
He rōpū kaha te rōpū kairahi matua, ā, he pai tā rātou mahi tahi. He tino pai tā rātou whakatinana i ngā kawenga ka tukuna ki a rātou, ā, me tā rātou takoha ki te whakahaeretanga o te kura.
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 tētehi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātau herenga ā-ture e pā ana ki:
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:
Kia mahi tonu te poari kaitiaki, te tumuaki me te whānau ki te whakapakari i ngā pūkenga o roto me te whakarato i ngā mea angitū mā ngā tauira kia ekea ai a tāpuhipuhi.
Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.
Lynda Pura-Watson
National Manager Review Services
Māori (Te Uepū-ā-Motu)
16 Hakihea 2014
“Poipoia nei o tātou nei pūmanawa”
Making our potential a reality.
Te Kura Kaupapa Māori o Te Whānau Tahi is an urban kura located in the suburb of Spreydon, Christchurch.
Te Kura Kaupapa Māori o Te Whānau Tahi operates in accordance with the principles of Te Aho Matua. The kura statement “Poipoia ō tātou nei pūmanawa” clearly reaffirms expectations that students will be supported to develop their individual talents and reach their potential. The kura values of aroha, manaakitanga, tino rangatiratanga and kaitiakitanga underpin their practices.
The whānau, staff and students have overcome some significant challenges since the previous review. These include the Christchurch earthquake in 2010 and the possible merger of the two local kura. The whānau have successfully retained their identity as a standalone kura. These experiences have united the whānau, staff and students. They are a strong and confident group who provide support the kura efforts and each other. They have resilience and courage and continue to grow in strength and with purpose.
Although the principal is a new appointment she provides professional leadership and direction, support and challenge for staff and students. The whānau and board of trustees have good working relationships. Student well being and high quality education is the focus for all groups.
Students are competent users of digital technologies. They confidently manage blogs sites that promote learning conversations. These are well developed and used widely by students. They connect with other indigenous students throughout the world during video conferencing programmes. Students are exploring the notion of digital citizenship.
Student’s are highly motivated and engaged in learning. They are developing as independent learners.
Students achieve and exemplify the hopes and aspirations of their whānau.
Students take responsibility for their own learning. The curriculum is designed to meet the needs and interests of individuals. Students confidently lead whole kura karakia, hīmene and waiata. They participate in cultural, sporting and academic activities. Students are motivated and have a range of interests that are well supported by the whānau. Student success is acknowledged and celebrated regularly.
Students are competent and confident communicators in te reo Māori and English. Whānau model their high expectations for te reo Māori. The Kaitahu Language Strategy is practiced by most whānau in their homes. Staff are highly prepared and organised for teaching in te reo Māori and they have extensive internal and external professional learning and development. Literacy information shows that students are achieving well. Those students who need support have made accelerated progress. Wharekura students achieve the literacy components in the National Certificate of Education Achievement (NCEA).
Students have developed positive relationships with a wide range of people. They acknowledge and show respect for mana whenua. They interact with people in their immediate and wider environment. The Wai study, a community Iwi partnership has also contributed to student success. The whānau have well established networks in the community and beyond.
Students understand and practice whanaungatanga. There are warm, nurturing and caring relationships across the kura whānau. Students work well alongside others and they are an active part of intergenerational internal community. There is a strong focus on providing pastoral care to students. Staff have regular discussions to support student wellbeing. Student success is acknowledged and celebrated. Students have a strong sense of personal identity and belonging.
Students actively explore and investigate the immediate and wider world. Students learn local sayings and proverbs, history, traditional waiata and karakia. They participate in initiatives of local hapū and iwi and have presented at conferences. Staff and students have close links with other kura. There is a reciprocal professional relationship where staff share ideas about the curriculum and its delivery.
Students are competent users of digital technologies. They confidently manage blogs sites that promote learning conversations. These are well developed and used widely by students. They connect with other indigenous students throughout the world during video conferencing programmes. Students are exploring the notion of digital citizenship.
Students are maintaining strong links with their immediate and the wider world.
Students are highly motivated and engaged in learning.
Staff are very well prepared, organised and motivated for learning and teaching. They recognised the importance of planning for the needs of individuals, small groups and the whole class. Staff use a range of effective teaching strategies and resources including ICT.
Students are happy and enjoy learning. The environments are stimulating and attractive. Students challenge staff and seek deeper understandings. There is a well planned approach to supporting staff through professional learning and development. Staff share and utilise each other’s skills and talents to further support students’ learning and wellbeing. They have a good understanding of the extensive assessment data and analysis which is used to provide tailored provision for students.
Students are well supported to gain endorsements such as merit, and excellence in the NCEAs Achievement targets are documented clearly in the annual plan. Students accept responsibility and are highly motivated to attain high levels of achievement.
The whānau have identified that their next step is to develop strategic and regular review of all initiatives that the kura is involved in relation to their vision.
Leadership is strong across all areas of the school.
The board of trustees set a clear vision as well as high expectations. Since the appointment of the principal they have empowered her to lead the kura and the whānau. They have invested heavily in education initiatives and partnerships that will benefit students. They have a strategic approach to achieving their vision and the overall development of the kura.
The principal supports the whānau and the board vision. She provides the direction and momentum for change and improvement. She is a professional role model who uses self review information to support decision makings. The principal leads professional development and learning and is focussed on building the capacity of those around her. She acknowledges the skill and expertise of her staff and promotes a shared leadership model.
The senior leadership team are a strong team who work effectively together. They undertake their delegated responsibilities well and contribute to sustainable management of the kura.
Before the review, the board of trustees and principal 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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
The BOT, principal, staff and whānau continue to grow internal capability, and provide opportunities for students to excel.
ERO is likely to carry out the next review in three years.
Lynda Pura-Watson
National Manager Review Services
Māori (Te Uepū-ā-Motu)
16 December 2014
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Location |
Spreydon, Christchurch |
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Ministry of Education profile number |
1618 |
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Kura type |
Composite (Years 1 – 15) |
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Kura roll |
119 |
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Gender composition |
Girls 68 Boys 51 |
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Ethnic composition |
Māori 119 |
100% |
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Special features |
Kura Kaupapa Māori, Te Aho Matua |
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Review team on site |
21 October 2014 |
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Date of this report |
16 December 2014 |
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Most recent ERO reports |
Te Aho Matua Review Supplementary Review Supplementary Review |
June 2009 March 2007 February 2006 |
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