Te Kura Māori o Porirua

1 He Kupu Arataki

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

2 Te Horopaki

Kua tautapatia Te Kura Māori o Porirua hei kura motuhake e whakarato ana i te mātauranga rumaki reo Māori ki ngā ākonga o ngā Tau 1-13. E pou herea ana te marau ki te reo ā-iwi me ngā tikanga Māori o Ngāti Toa Rangatira, te iwi nō te rohe o Porirua. Kua roa nei te tumuaki me te heamana o te poari kua whai wāhi atu ki te kura nei. He raukura ngā kaimahi tokomaha o tēnei kura tonu. E ai ki te ito o te kura, “He Kura Te Tangata.”

3 Te Aronga o te Aromātai

He pēhea rawa ngā ākonga e whakaatu mai i te whai mana motuhaketanga, i te whai mātauranga?

He pakari ngā ākonga ki te whakatinana i tō rātou whai mana motuhaketanga me tō rātou whai mātauranga.

4 Ngā Whakaaturanga

He pakari ngā ākonga ki te whakamahi i te mōhiotanga me te māramatanga ki te ahurea, hei whakahōnore i te wā onamata, hei kōkiri i te auaha o anamata. E whakarato ana te kura i tētahi taiao e poipoi ana i te māramatanga o ngā ākonga ki ō rātou tuakiri me ō rātou tātai hono. Ko te Ngāti Toatanga te tūāpapa o te ahurea ki te kura katoa. Ko te ako ā-wheako – pērā i ngā noho marae – e āta whakatō ana i te māramatanga pū e whakatinana ana i te tū o te ākonga hei tangata whenua. E āta whakarite ana ngā kaupapa ako kia tuituia mārikatia ngā pepeha, ngā mōteatea, ngā waiata, ngā tikanga, ngā kawa, me te hītori puta noa i ngā whakaakoranga me ngā akoranga. Ko te whanaungatanga, te whai wāhitanga, te kaitiakitanga me te rangatiratanga ngā mātāpono e ārahi ana i te kura, ā, koia nei ngā uara me ngā whakapono kei te pūtake o ngā whakaakoranga me ngā akoranga. He ngākau titikaha ō ngā ākonga i tō rātou whakatinanatanga i ō rātou tuakiri, i tō rātou reo, me tō rātou ahurea.

He pākiki, he auaha hoki ngā whakaaro o ngā ākonga, ā, ka ako rātou ki te taha o ētahi atu. He aronga ā-kura ki ngā akoranga e whakatairanga ana i te whai wāhi nui o ngā ākonga. Ka ako ngā ākonga katoa – tae atu hoki ki ērā nō iwi kē atu – i te motuhaketanga o ō rātou tuakiri, i ō rātou tūhonohono hoki ki ō rātou iwi. E mōhio ana, e whakamana ana hoki ngā ākonga i ngā hononga ki ngā iwi. E kōpani ana ngā whāinga i ngā wawata o te whānau, ā, kua whakatakotohia aua whāinga ki te taha o ngā ākonga, hei painga hoki mō rātou. Ka whakamahere ngā kaiako i ngā taumahi whakaongaonga, ā, ka whakarato i ngā rauemi e tika ana. Ka whakahaere, ka kōkiri, ka tiaki anō hoki te ākonga i a ia anō. Kei te mārama ngā ākonga ki ngā tūmanako e pā ana ki te whanonga. He ngāwari tā rātou whakawhiti haere ki ngā tūmomo horopaki ako. E noho whakahihiko ana ngā ākonga, ā, ka whai wāhi nui rātou ki ngā akoranga.

Ka rongo ngā ākonga i te eke angitu i roto i te mātauranga. Kua tautuhia ngā pūmanawa me ngā matea ako o ngā ākonga, ā, e tino tautokona ana hoki. Ka tuhia, ka tātarihia, ka pūrongotia hoki tā rātou ahu whakamua. Ka whakamahia aua mōhiohio hei tāutu i te tautōhito motuhake, i ngā rauemi hoki mō ngā akoranga. Ka whai wāhi atu ki aua tūāhuatanga, ko te ako ngaio, ā, ko te pūtea hoki ki te whakapā atu ki ngā hōtaka motuhake e whakatairanga ake ai i te ngākau titikaha me ngā pūkenga o ngā ākonga ki te kōrero, te pānui, me te tuhituhi i roto i te reo Māori. E mōhio ana ngā ākonga ki ā rātou taumata mahi, ka whakatakotohia e rātou ā rātou whāinga, ā, ka aroturuki, ka aromātai hoki te ākonga i a ia anō. Ka whakatakoto ngā ākonga o te wharekura i ō rātou ake huarahi mātauranga. Ka whakaratohia anō hoki mā rātou, ko ngā kōwhiringa ā-umanga, ā-whare wānanga. I te tau 2020, i eke ngā ākonga ki tua atu i ngā toharite paetae ā-motu i roto i Te Taumata Mātauranga ā-Motu kua Taea. Ka toro atu rātou ki ngā mōhiotanga me ngā wheako ki te whakatakoto i ngā huarahi mātauranga e anga whakamua ana ki te paetawhiti.

He pakari ngā ākonga ki te toro atu ki te ao matihiko i roto i ngā akoranga. Ko te whakawhanaketanga o te kura katoa ki te whakamahi i te ī-ako kua whakatairanga ake i te whai wāhi atu ki ngā whakaakoranga me ngā akoranga. I aro nahanaha atu te poari ki tēnei tūāhuatanga, ā, nā rātou i whakaae ki ngā rauemi e whakapiki ake ai i ngā pūmanawa me te āheinga ki te toro atu ki te ao matihiko. Kua whakapā atu ngā kaiako ki te whakawhanaketanga ngaio hei whakapakari ake i tā rātou whakamahinga o ngā taputapu matihiko, puta noa i ngā wāhanga katoa o ā rātou whakaritenga. Ka taea e te whānau te tūhono atu ki te kura mā tētahi pūmanawa tautono, kia pai ake ai tā rātou kite mataora atu i ngā mahi a ā rātou tamariki. E wātea ana ngā pūrere ki ngā ākonga katoa. He māmā noa te whakamahi a ngā kaiako me ngā ākonga i ngā pūrere ī-ako, puta noa i te rā. Ka whakamahi ngā ākonga i te whānuitanga o ngā tūmomo taputapu ī-ako hei whakatairanga, hei hāpai hoki i ngā akoranga. Ka mahi ngātahi, ka ako ngātahi hoki rātou, ā, e whakatairangatia ana tā rātou ako takitahi, tā rātou ako takirōpū rānei. Ka kapo atu, ka tuhi hoki rātou i ā rātou ake akoranga mā ngā ī-taputapu.

Te Ārahitanga

He mahi ngātahi te ārahitanga, ka tohaina ngā mahi, ā, ka whakamana hoki i te tangata. Ka whakatauirahia e te tumuaki ngā tino tūmanako hei whakatutuki, mā ngā kaimahi, te whānau, me ngā ākonga. He kaha te mahi ngātahi a ngā pouako hei rōpū, ā, he mārama hoki te āhua o ā rātou mahi. Ka āta whakamārama atu rātou ki ngā kaiako, ā, ka hāpai i a rātou ki te whakatairanga ake i ā rātou whakaritenga whakaako. Ka pūrongo ngā kaiārahi i ngā mōhiohio whakapoto i āta tātarihia ai, ā, e hāngai ana aua mōhiohio ki te ako me te ahu whakamua a ngā ākonga. E whai wāhi nui ana ngā ākonga ki te tangongitanga o ngā whai wāhitanga ako.

E whakapakari ake ana te poari me ngā kaiārahi o te kura i ngā hononga ki te whānau, te hapū, me te iwi. E whakariteritea ana tētahi tauira ōkawa o te mahi ngātahi, hei whakapiki ake i ngā hononga o te kura ki a Ngāti Toa, pērā i te whakatū o tētahi māngai nō te iwi ki te poari kaitiaki. Kua aro atu ngā kaiārahi ki te māharahara o te whānau mō te Kowheori-19, mā te ū ki te whakapā atu, te whakawhiti kōrero atu, te whai wāhi atu hoki ki ngā whānau mā ngā pae pāpāho matihiko mataora. E hāngai tonu ana te titiro a ngā kaiārahi ki te whakamahere mō te tauatanga ki te kura. Ka whai wāhi atu ki taua tūāhuatanga, ko te hokihoki mai a ngā Manu Pīrere ki te kura hei kaiako, me te whakapiki ake hoki i te tautoko mai o ngā whānau. E hāpaitia ana te eke panuku a ngā ākonga.

He pakari te aronga atu a te poari ki te eke angitu me te waiora o ngā ākonga, ngā kaimahi, me te whānau. E tautokona ana taua tūāhuatanga ki ngā pūnaha i āta whakaritea ai, me te kaha aro atu ki te aromātai o roto. E whai kiko ana ngā pūrongo a te tumuaki, ā, ka arotahi ki te ahu whakamua me ngā whakatutukitanga a ngā ākonga. E whakatakoto ana aua tuhinga i ngā mōhiohio e hāngai pū ana ki te wā, ā, he mārama hoki ngā taunakitanga o roto e hono ana ki ngā whāinga rautaki me te mahere ā-tau a te poari. E whai mōhiohio ana, he nahanaha, he pakari hoki ngā tukanga a te poari mō ngā whakataunga. I ngā wāhi e tika ana, ka tono atu ngā kaitiaki kia pūputu ake te pūrongo, kia kaha ake ai te aroturukitanga. Ka whitawhita, ka pāuaua ngā ākonga, ā, ka kawe ake i ngā wero, ka kapo atu hoki i ngā whai wāhitanga.

Ngā Whakaritenga Matua ka whai ake

I tautuhia e te kura, ko ā rātou whakaritenga ka whai ake, ko te:

• whakapakari tonu i ngā hononga ki a Ngāti Toa Rangatira, hei whakapiki tonu ake i te whai wāhi mai me te mahi ngātahi
• oke tonu kia kaha rawa atu te ahurea o te aromātai o roto, hei āta whakarite i ngā putanga o te kounga kairangi mō ngā ākonga, ngā kaimahi, me te whānau.  

5 Te Whakatau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e te whānau me te tumuaki he Tauāki Kupu Tūturu a te Whānau mā Te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

• ngā whakahaere a te poari;
• te marautanga;
• ngā whakahaere mō te hauora, te haumaru, me te oranga tinana;
• ngā whakahaere o ngā kaimahi;
• ngā whakahaere o te pūtea;
• ngā whakahaere o ngā rawa me ngā taonga.

I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā paetae o ngā ākonga:

• te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito);
• te haumaru ā-tinana o ngā ākonga;
• te rēhitatanga o ngā kaiako;
• ngā tukanga ki te whakatū kaimahi;
• te whakaunu, te aukati, te pana me te whakarerenga; me
• te tae ā-tinana atu a ngā ākonga ki te kura.

6 Ngā Taunakitanga

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

• aro atu ngā kaiārahi o te kura ki ngā whakaritenga matua i tautuhia ai ki tēnei pūrongo kia whai atu.

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

29 Hōngongoi, 2021 

7 Ngā Kōrero e pā ana ki te kura

1 Introduction

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

2 Context

Te Kura Māori o Porirua is a designated special character kura that provides Māori medium education for students from Years 1 to 13. Its curriculum is underpinned by te reo Māori dialect and tikanga specific to Ngāti Toa Rangatira, the local iwi of the Porirua area. The kura has a long-serving principal and board chair. Many staff are raukura/graduates of the kura. The kura ethos is “He Kura Te Tangata”.

3 Evaluation Focus

How well do akonga demonstrate intellectual and academic independence?

Akonga confidently demonstrate intellectual and academic independence.

4 Findings

Ākonga confidently use cultural knowledge and understanding to honour the past and innovate for the future. The kura provides an environment that nurtures ākonga understanding who they are and who they belong to. Ngāti Toatanga is the foundation of the whole-kura culture. Experiential learning, such as noho marae embeds a working understanding of ākonga role as tangata whenua. Kaupapa ako ensure that pēpeha, mōteatea, waiata, tikanga, kawa and history, are well integrated throughout teaching and learning.  The kura mātāpono or guiding principles of ‘whanaungatanga, whai wāhitanga, kaitiakitanga and rangatiratanga form the core values and beliefs of teaching and learning. Ākonga confidently display their identity, language and culture.

Ākonga are curious and creative thinkers who learn alongside others. There is a kura-wide focus on learning that increases ākonga engagement. All ākonga, including those from other iwi, learn about their unique identity and connection with their iwi. Akonga know and value connections to iwi.  Whānau aspirations are encapsulated in goals set for and with ākonga. Kaiako plan stimulating activities and provide appropriate resources. Ākonga self -manage and show self -efficacy and personal agency. Ākonga are clear about the expectations for behaviour. They transition smoothly between and across learning contexts. Ākonga are highly motivated and engaged learners.

Ākonga experience academic success. The strengths and learning needs of ākonga are identified and supported. Their progress in learning is recorded, analysed and reported. This information is used to identify specialised expertise and resources for learning. These include professional learning, funding to access a special programme to raise ākonga confidence and skills in speaking and reading and writing in te reo Māori. Ākonga know their performance levels, set goals, self-monitor and self -evaluate.  Ākonga in the wharekura determine their own academic pathways. They are provided with vocational and tertiary options. In 2020 ākonga exceeded national achievement averages for NCEA. They use knowledge and experiences to create future focused education pathways.

Ākonga are digitally confident learners. Kura-wide development in e-learning has enhanced involvement in teaching and learning. The board has approached this strategically, approving resources to increase digital capability and capacity. Kaiako have accessed professional development to strengthen their use of digital tools across all areas of their practice. Whānau can connect to the kura through an online application, better enabling them to see their children’s work in real time. All ākonga have access to devices. Kaiako and ākonga effortlessly use e-Learning devices throughout the day. Ākonga use a range of e-learning tools to promote and support learning. They collaborate with and learn from others and empowered to work independently or in groups. They capture and record their own learning using e-tools.

Leadership

Leadership in the kura is collaborative, distributive and empowering. The tumuaki models high expectations for achievement to kaimahi, whānau and ākonga. Pouako work closely as a team and with transparency. They communicate clearly with kaiako and support them to enhance their teaching practices. Leaders report concise, well-analysed information about ākonga learning and progress.  Ākonga are fully engaged in a range of learning opportunities.

The board and kura leaders are strengthening connections with whānau, hapū, iwi. A formal model of collaboration is in process to increase kura links with Ngāti Toa, such as iwi representation on the board of trustees. Leaders have responded to whānau anxiety around Covid-19 by maintaining regular contact, communication and involvement with whānau in real-time via digital platforms. Leaders are maintaining their focus on kura succession planning. These include Manu Pīrere to return as kaiako and increased whānau support. Ākonga are supported to be high achievers.

The board’s strong strategic focus for ākonga, kaiako and whānau achievement and wellbeing. This is supported by well-established systems and a strong culture of internal evaluation. Tumuaki reports are detailed and focus on ākonga progress and achievement. These provide up-to-date information with clear recommendations linked to the board’s strategic goals and annual plan. The board’s processes for decision making is well informed, rigorous and robust. Where needed, trustees request more frequent reporting so that closer monitoring can be maintained.  Ākonga are energetic and enterprising, accept challenge and take opportunities.

Kura Identified Next Steps

The kura identified that their next steps would be to continue to:

• strengthen relationships with Ngāti Toa Rangatira, further increasing engagement and collaboration
• continue to strive for a culture of rigorous internal evaluation to ensure high quality outcomes for ākonga, kaimahi and whānau.

5 Assurance on Legal Requirement

Actions for Compliance

Before the evaluation, the whānau and Tumuaki completed the ERO Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• financial management
• asset management.

During the evaluation, ERO checked the following items because they have a potentially high impact on student achievement:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance.

6 Recommendation

 ERO and the kura board developed the following recommendation:

• that kura leaders respond to the key next steps identified in this report.

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

29 July 2021

7 Information about the Kura