Te Kura Maori o Porirua

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

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

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

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

Find out which schools have upcoming reviews.

Ngā Whakaaturanga

Kei Porirua Te Kura Māori o Porirua e tū ana, ki roto i te rohe o Ngāti Toa Rangatira, ā, nō rātou te mana whenua. He mārama te aronga rautaki e arotahi ana ki ngā putanga mā ngā uri, ā, koia nei te tūāpapa mō te kounga o te mātauranga. He ākonga hihiri ngā uri, ā, e whai ana rātou i ō rātou ake ngākaunuitanga me ā rātou ake huarahi angitu i whakatakotohia ai e rātou.

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Māori o Porirua i roto i ngā tau e whā. 

1 Te Horopaki

Kei Porirua Te Kura Māori o Porirua e tū ana, kei roto i te rohe o Ngāti Toa Rangatira, ā, nō rātou te mana whenua. He mārama te whakakitenga ō Te Poumarumaru me ngā kaiārahi o te kura, ā, e arotahi ana tēnei ki te kounga kairangi o ngā putanga mā ngā uri, me te tuituitanga o Ngāti Toa Rangatira ki te marau a te kura. Ka āta whakamahia te ako ā-hangarau hei whakahihiri, hei whakaongaonga anō hoki i ngā hōtaka arotahi.

He mātātoa te whānau, ā, e hāpai ana rātou i ā rātou tamariki i tētahi taiao ako i runga i ngā tūmanakotanga ka whakatinanahia ai e te katoa ō rātou pitomata, ā, ka rongo i te angitu hei ākonga. I a rātou e koke ana i roto i te kura, ka whakawhanake rātou i ngā pūkenga me ngā āheinga ki te whai i ngā huarahi nā rātou anō i whakatakoto. He pakari ngā uri, ā, e mōhio ana rātou ki a rātou anō, ki ō rātou tūrangawaewae anō hoki.

He pēhea rawa tā ngā uri whakaatu i tō rātou punenga, i ō rātou ake mātauranga hoki?

E kitea ana nga uri, puta noa i ia reanga o te kura, tō rātou punenga, i ō rātou ake mātauranga hoki.

2 Ngā Putanga ki ngā Uri

Ka whakanui ngā uri i ngā whai wāhitanga e angitu ai rātou ki te ahureatanga, ki te pāngarau, me te reo matatini, hei ākonga. Ka mahi ngātahi ngā kaumātua, te whānau, Te Poumarumaru me ngā kaiako ki te whakawhanake i te ahureatanga e noho motuhake ana ki tēnei taiao. E aronui ana kia whai wāhi mai te whakapapa, ngā tikanga, me ngā kawa puta noa i te ao o te kura me ngā akoranga katoa. Ka tuituia ngā uaratanga o te aroha, te whakaute, me te manaaki ki ngā hōtaka akoranga. Ka hāpai tēnei i te noho mārama, i te whakamana anō hoki ō ngā uri i a rātou anō, i te āhua o tā rātou tākoha ki ā rātou akoranga me ngā akoranga a ētahi atu, ā, me tā rātou āta whakamahi i te reo Māori. Ka akiaki ngā kaiako, ā, ka whakarato rātou i ngā whai wāhitanga mō ngā uri ki te whai wāhi atu, ki te ārahi, me te whakatinana anō hoki i ā rātou akoranga mā te whānuitanga o ngā tūmomo horopaki, hei tuakana, hei teina hoki, ki te taha o ngā kaumātua, i ngā horopaki ōkawa, me ngā horopaki ōpaki.

He manawa whakahī tō ngā uri mō tō rātou tuakiri, mō tō rātou tūrangawaewae hoki. Ko te pāngarau me te reo matatini ngā wāhanga ako matua, ā, e hāpaitia ana, e ākina ana hoki ngā uri kia whanake ai ō rātou pūkenga me ō rātou mōhiotanga i roto i aua wāhanga. Ka whakarite ngā kaiako i ngā tino whāinga ako, taumata ako hoki e aro nui ana ki ngā tino matea ako o ia uri. Ka aro nui te hōtaka akoranga, ā, ka kawe ake ngā uri i ō rātou ake huarahi ako. Ka whakamahia e ngā kaiako ngā rautaki hopu reo hei whakawhanake i te mōhiotanga ki ngā kaupapa me te reo. Puta noa i ngā reanga katoa o te kura, ka arotahi ngā akoranga kia rongo ai ngā uri i te angitu ā- mātauranga. He pārekareka ki ngā uri tā rātou eke angitu i roto i te reo matatini me te pāngarau. He pakari ngā uri ki te whakapuaki i ō rātou whakaaro, ō rātou kare ā-roto hoki, me te toro atu ki ngā māramatanga e rapua ana e rātou.

He pākiki, he auaha hoki ngā whakaaro ō ngā uri, ā, ka ako rātou ki te taha o ētahi atu. He pai tā rātou whai wāhi atu ki ngā akoranga e kōkirihia ana e rātou ake. Kua waihangatia e ngā kaiako tētahi taiao ako e hāpai ana i ia ākonga ki te whakawhanake, ki te whakamahere, me te whai wāhi nui atu hoki ki tētahi hōtaka ako e aro nui ana ki ō rātou matea me ō rātou ngākaunuitanga. Ka hāpai ngā taumahi ako i te noho pākiki o ngā uri, me tā rātou āta pātai i ngā pātai whakatewhatewha e pā ana ki ngā kaupapa, me te whakapuaki i ō rātou mōhiotanga hou ki ētahi atu. Ko ngā whakataunga e pā ana ki ngā akoranga a ngā uri e whakatutukihia ana mā ngā whakawhitinga kōrero ki waenga i ngā kaiako me te whānau. Ka waihangatia ngā taumahi ako hei whakakuhu, hei whakaongaonga anō hoki i ngā ngākaunuitanga o ngā uri. Ka whakamahia ngā pārongo aromatawai hei aroturuki i te koke a ngā uri, me te tāutu i ngā wāhanga hei whakawhanake ake. He mātātoa te whai wāhi atu a ngā uri ki te whakamahere i ngā hōtaka akoranga, i runga anō i te āhua o ō rātou ngākaunuitanga.

He ākonga hihiri ngā uri. Ka whakaemihia, ka tātarihia hoki ngā paetae hei tāutu i ngā matea o ia ākonga, me te ia o ngā mahi puta noa i te kura. Kua whakaritea tētahi hōtaka hāpai e kīia nei ko ‘Pito Mata’, hei tautoko i ngā uri e mau nei i ētahi tino matea ako i roto i te reo matatini me te pāngarau. Ka aroturuki, ka pūrongo hoki ngā kaiako i ngā putanga ki te rōpū whakahaere. Tāpiri atu ki tēnā, ka mahi ngā kaiako ki te taha o ngā uri, mā te whakamahi i aua hōtuku hei whakamōhio i te waihanga o te hōtaka akoranga e hāngai ana ki ngā ngākaunuitanga o ia ākonga, arā, ko ‘Aro Ako’ tēnei. Ka whakatairanga tēnei hōtaka i te auaha me te kōkiri, ā, ka ahu mai ngā akoranga a ngā uri i ngā tini ahu-hinengaro, me ngā taumata o te whakaaro hōhonu. Nā tēnei aronga, e āhei ana ngā kaiako ki te kōkiri i ngā akoranga a ngā uri i runga anō i ō rātou pūmanawa me tō rātou mōhio ki te ako. Ko tētahi āhuatanga matua o te aronga ki ngā akoranga katoa, ko te whai wāhi o ngā uri, ngā kaiako, me te whānau ki te aroturuki i te koke, te aromātai i te hōtaka, me te aro whakamua anō hoki o ngā mahere. Kua waihangatia e ngā kaiako te taiao ako e hāpai ana i ngā uri ki te whakatutuki haere i runga anō i te wā e tika ana mō rātou, i te āhua anō hoki o ō rātou matea. Kei ngā hōtaka o te wharekura ngā akoranga o te whare wānanga me ngā huarahi umanga, tae atu ki ngā tūmomo whiringa ā-kura. Nā ngā hononga ki Te Wānanga o Raukawa, ki Te Whare Wānanga o Wikitōria, me ngā kaupapa mātauranga o Gateway, i āhei ai ngā kaiako ki te whakarato i te whānuitanga ake o ngā tūmomo kaupapa ako mā ngā uri. Ka whakarato ngā kaiako o te wharekura i ngā hōtaka akoranga e whai pānga nui ana ki ō rātou mōhiotanga ki ngā tūmomo kaupapa me te marautanga. Ka mahi rātou ki te taha o tētahi tangata reo Māori, hei hāpai i te reo mō ngā uri ki te wharekura. He pārekareka ki ngā uri te ako, me te eke angitu i roto i te mātauranga.

He pakari ngā uri ki te whakamahi i ngā pūrere matihiko i roto i ā rātou akoranga. Ka whakarato ngā kaiako i ngā tūmomo hangarau ki ngā uri, kia āhei ai rātou ki te whakamahi me te whakatairanga i ō rātou pūkenga me ō rātou mōhiotanga ki te hangarau, ā, mā tēnā, ka whakatairanga anō hoki rātou i ā rātou akoranga. Mā te reo matatini ā-matihiko, he whai wāhitanga mō ngā uri ki te whakawhiti kōrero ki ētahi atu, me te whai wāhi atu ki te ao whānui i roto i ā rātou akoranga. Ka whakamahia te ako ā-hangarau hei whakawhitiwhiti, hei whakapuaki anō hoki i ngā mōhiohio ki te whānau, nā tēnei e āhei ana hoki te whānau ki te whakapā atu ki ngā pūrongo ahu whakamua a ngā uri, me te whai wāhi atu hoki ki ngā tūmomo taumahi. Ka whakatinana ngā uri i ō rātou mōhiotanga ki te ao matihiko mā ngā horopaki ako e whai pūtake ana, e whai kiko ana hoki.

3 Te Ārahitanga

He mahi ngātahi, he mahi whakakotahi anō hoki te ārahi. Ka whai pānga ngā mōhiotanga me ngā pūkenga o ia kaiako, te whānau, me te iwi hoki ki te ārahitanga o te kura, i runga anō i te āhua o tāna aronga. Ka ārahi ngā kaumātua i ngā tikanga me ngā kawa, hei āhuatanga matua o te ahurea me te marau a te kura. He mātātoa tā rātou whai wāhi atu ki te hōtaka akoranga, hei whakatairanga ake i ngā māramatanga me ngā mōhiotanga o ngā uri ki te mana whenua. E whakamana ana, e hāpai ana hoki te ārahitanga a te tumuaki i te huarahi mātauranga ngaio. Ka whakamahi ngā kaiako i te katoa o ō rātou pūmanawa e pā ana ki te mātauranga rumaki, ō rātou mōhiotanga, me ō rātou pūkenga, hei hāpai i te whakawhanaketanga o te marautanga puta noa i te kura. Ko te whai wāhi mai o te whānau, o ngā kaumātua me te iwi i āhuru ai ngā putanga papai mā ngā uri. Ko te aronga ngātahi e hāpai ana i te whai huatanga o te kāwanatanga, te ārahitanga, te whakahaeretanga, me te kounga o te mātauranga.

4 Te arotake whaiaro

Ko te arotake whaiaro tētahi āhuatanga matua o ngā whakaritenga kia whai aronga ai ngā mahere rautaki. Kua whakaritea e Te Poumarumaru, e te whānau, me ngā kaiako ngā pūnaha mārama mō te arotake whaiaro me ngā tūmanako. Ka whakamahia te whānuitanga o ngā rautaki hei akiaki i te whai wāhi mai, i te tautoko hoki a ngā mātua i aua whakaritenga. Ko ngā mahere tauatanga te aronui mō tēnei mea te arotake whaiaro. Ka whakaemi ngā kaiako i ngā pārongo e pā ana ki ngā putanga o ngā uri, hei whakapuaki ki te poari me te whānau. Ko te aronga ngātahi e hāpai ana i te whakapai tonutanga hei painga mō ngā uri.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

I tāutuhia e te whānau, kia tahuri rātou ki te:

  • whakawhanake i te mahi ngātahi ki a Ngāti Toa Rangatira, tae atu ki ngā pūnaha mō te whakahāngai i ngā whāinga rautaki mātauranga kua oti te mahere.

5 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga

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

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

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

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

Te Whakarāpopototanga

Kei Porirua Te Kura Māori o Porirua e tū ana, ki roto i te rohe o Ngāti Toa Rangatira, ā, nō rātou te mana whenua. He mārama te aronga rautaki e arotahi ana ki ngā putanga mā ngā uri, ā, koia nei te tūāpapa mō te kounga o te mātauranga. He ākonga hihiri ngā uri, ā, e whai ana rātou i ō rātou ake ngākaunuitanga me ā rātou ake huarahi angitu i whakatakotohia ai e rātou.

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

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Māori o Porirua i roto i ngā tau e whā.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

26 Mahuru, 2016

Ngā Kōrero e pā ana ki te kura

Te tūwāhi

Kei Porirua

Te tau a te Tāhuhu o te Mātauranga

1634

Te tūmomo kura

He kura hiato (Tau 0-13)

Te tokomaha o ngā ākonga o te kura

245

Te ira tangata

Kōtiro 129

Tama tāne 116

Ngā hononga ā-iwi

Māori

100%

Ngā āhuatanga motuhake

He kura ā-iwi

Te wā i te kura te rōpū arotake

Pipiri 2016

Te rā o tēnei pūrongo

26 Mahuru, 2016

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Whiringa-ā-nuku 2011

Whiringa-ā-nuku 2007

Findings

Te Kura Māori o Porirua is in Porirua, the tribal area of Ngāti Toa Rangatira, who are acknowledged as the mana whenua. A clear strategic direction focussed on outcomes for uri provides the foundation for the quality of education. Uri are motivated learners who follow their passions and pursue self-determined pathways for success.

The next ERO review of Te Kura Māori o Porirua will be in four years. 

1 Context

Te Kura Māori o Porirua is in Porirua, the tribal area of Ngāti Toa Rangatira, who are acknowledged as the mana whenua. The Poumarumaru and kura leaders have a clear vision that focusses on high quality outcomes for uri and the integration of Ngāti Toa Rangatira into the school curriculum. E-learning is used to engage and stimulate individualised programmes.

A strongly driven whānau support their children within a learning environment where expectations are that they will all realise their potential and experience success as learners. As they progress through the school they develop skills and abilities to pursue their own self determined pathways. Uri are confident, they know who they are and where they come from.

How well do uri demonstrate intellectual and academic independence?

Uri across each level of the kura show their intellectual and academic independence.

2 Uri Outcomes

Uri value opportunities to be successful learners who are cultrate, numerate and literate. Kaumātua, whānau, the board and kaiako work together to develop what culturacy is in this unique environment. There is emphasis on the inclusion of whakapapa, tikanga and kawa throughout the life of the kura and all learning. The values of aroha, respect and manaaki are integrated into the learning programmes. This helps uri to understand and value who they are, how they contribute to their learning and the learning of others and how they can best use te reo Māori. Kaiako encourage and provide opportunities for uri to participate, lead and apply their learning in a range of contexts, as tuakana teina, alongside kaumātua, in formal and informal settings.

Uri are proud of who they are and where they are from. Numeracy and literacy are key learning areas and uri are supported and encouraged to develop their skills and knowledge in this area.

Kaiako establish specific learning goals and targets that respond to the specific learning needs of individuals. The learning programme is responsive and uri own their learning journeys. Language acquisition strategies are used by kaiako to develop subject and language knowledge. At all levels of the kura, learning is focused on uri experiencing academic success. Uri enjoy their success in literacy and numeracy. Uri are confident in sharing their thoughts, expressing their feelings and seeking clarification if they are unsure.

Uri are curious and creative thinkers who learn alongside others. They engage positively with self-directed learning. Kaiako have created a learning environment that enables individuals to develop, plan and participate in a learning programme responsive to their needs and interests. Learning activities support uri to be inquisitive, ask probing questions about the topic of interest and share their new knowledge with others. Decisions about uri learning are made in consultation with kaiako and whānau. Learning activities are designed to engage and stimulate uri in their areas of interest. Assessment information is used to monitor uri progress and identify areas for development. Uri actively participate in planning learning programmes based on their interests.

Uri are motivated learners. Achievement data is gathered and analysed to identify individuals’ needs and define school wide trends. ‘Pito Mata’, a support programme, is in place for uri with specific learning needs in literacy and numeracy. Kaiako monitor and report the outcomes with the leadership team. In addition kaiako work alongside uri using the data to inform learning programme design for individuals’ interests, ‘Aro Ako’. The programme promotes creativity and innovation with uri learning based on multiple intelligences and lower or higher order thinking. This approach allows kaiako to facilitate uri learning based on their strengths and pedagogical knowledge. An integral part of the approach to all learning provides uri, kaiako and whānau to participate in monitoring progress, programme evaluation and forward planning. Kaiako have created a learning environments to support uri with achieving at their own pace and their needs. Wharekura programmes provide uri with tertiary and vocational pathways in addition to the options offered in the kura. Relationships with Te Wānanga o Raukawa, Victoria University and Gateway educational institutions enables kaiako to offer a broader range of subjects for uri. Wharekura kaiako provide learning programmes based on their subject strengths and curriculum knowledge content. They work with a speaker of te reo Māori, who support language for uri in wharekura. Uri enjoy learning and academic success.

Uri are confident to use digital devices in their learning. Kaiako provide uri with access to technology to enable them to use and enhance their technological skills and knowledge to enhance their learning. Digital literacy provides uri with opportunities to communicate with people and participate as global citizens in the learning programme. E-learning is used to communicate and share information with whānau and enables them access to uri progress reports and participate in activities. Uri apply their digital knowledge in meaningful and purposeful learning contexts.

3 Leadership

Leadership is collaborative and inclusive. Individual kaiako, whānau and iwi knowledge and skills contribute to leadership based on the school direction. Kaumātua provide guidance about tikanga, kawa as an integral part of the school culture and marau. They actively participate in the learning programme to promote uri with understanding and knowledge about mana whenua. The tumuaki provides leadership that is empowering and supportive of the professional education journey. Kaiako utilise their collective experiences in immersion education, knowledge and skills to support curriculum developments school wide. Engagement with whānau, kaumātua and iwi fosters positive outcomes for uri. The collaborative approach contributes to effective governance, leadership and management and the quality of education.

4 Internal evaluation

Internal evaluation is an integral part of the practice for creating responsive strategic planning. The board, whānau and kaiako have clear systems of self-review and expectations in place. A range of strategies are used to encourage parents to participate and support these practices. Succession planning underpins the purpose of internal evaluations. Kaiako gather information based on uri outcomes to share with the board and whānau. The collaborative approach contributes to ongoing improvement for uri.

Kura identified areas for developments

In recognition of Ngāti Toa Rangatira mana whenua status the kura needs to:

  • Develop a model of collaboration with Ngāti Toa Rangatira, including systems for aligning planned educational strategic goals.

5 Te Poumarumaru assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

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

During the review, ERO checked the following items because they have a potentially high impact on students' 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.

Conclusion

Te Kura Māori o Porirua is in Porirua, the tribal area of Ngāti Toa Rangatira, who are acknowledged as the mana whenua. A clear strategic direction focussed on outcomes for uri provides the foundation for the quality of education. Uri are motivated learners who follow their passions and pursue self-determined pathways for success.

When is ERO likely to review the kura again?

The next ERO review of Te Kura Māori o Porirua will be in four years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

26 September 2016

About the School

Location

Porirua

Ministry of Education profile number

1634

School type

Composite Area School (Year 0 – 13)

School roll

245

Gender composition

Girls 129

Boys 116

Ethnic composition

Māori

100%

Special features

Kura-a-Iwi

Review team on site

June 2016

Date of this report

26 September 2016

Most recent ERO report(s)

Education Review

Education Review

October 2011

October 2007

1 Te Horopaki

He aha ngā āhuatanga whakahirahira o te horopaki o tēnei kura, e whai pānga ana ki ngā akoranga a ngā ākonga?

Ko te ahurea me te horopaki ngā āhuatanga matua ki Te Kura Māori o Porirua. Ka noho ngātahi hei tino tūāpapa mō te whai i te hiranga, me te ako tūroa tonu. Ko‘He kura te tangata’te tirohanga o te kura. E rarawhi ana tēnei i ngā mātāpono e whā, te kaitiakitanga, te whanaungatanga, te rangatiratanga, me te whai wāhitanga. Ka uru ngā mātāpono ki ngā whakahaeretanga katoa o te kura. Ka whai pānga ngā mātāpono ki te hanganga, te whakaritenga me ngā mahinga ki te kura, ka ārahi hoki i te whanaungatanga, ā, ka hāpai i ngā wawata o ngā ākonga me te whānau.

Kei te rohe o Ngāti Toa Rangatira, Te Kura Māori o Porirua e tū ana. E hāpai ana te kura i tētahi hāpori whānui, tae atu ki Porirua, ki Ōrongomai, ki Te Awa Kairangi, ki Tawa, ki Ōtaki. Nō Ngāti Toa Rangatira te tekau mā waru ōrau o ngā ākonga. Ko Ngāti Porou te iwi nui ake o ngā ākonga.

He kaha ngā hononga kua whakaritea ki waenganui i te kura, te iwi, te whānau whānui, me te hāpori whānui. Ko Te Rōpū Whakaruruhau te kaitiaki me te puna mātauranga Māori. Ka piri tonu rātou ki te kura, ā, ka ārai, ka tiaki hoki hei whakaruruhau. Kua whakapūmautia ngā tukanga whakawhiti kōrero ki ngā taumata katoa o te whakahaeretanga o te kura. Ka whai wāhi nui te whānau whānui ki ngā tukanga e pā ana ki te whakawhanake me te arotake.

Ka whakanuia te ahurea mauritau ki te kura. E tūmanakohia ana kia whakatinana ngā ākonga katoa i ō rātou pūmanawa, ā, ka eke angitu hoki hei ākonga Māori. Ko te reo Māori te reo matua o ngā akoranga me ngā whakawhitinga kōrero. Ka haere te wā, ka mātau haere ngā ākonga hei kaikōrero, hei puna whakaaro, hei kaipānui, hei kaituhi hoki o te reo Māori. Ka kitea tō rātou kaha ki te ārahi ki ngā horopaki Māori. I a rātou e ahu whakamua ana ki te kura, ka whakawhanake rātou i ngā pūkenga me ngā āheinga ki te whai i ō rātou ake huarahi, nā rātou ake anō i whakarite. E tū māia ana ngā ākonga, e mōhio ana rātou ki a rātou anō, me ō rātou tūrangawaewae.

2 Te Ako

Kei te pēhea te āhua o ngā akoranga a ngā ākonga – te tahuri, te ahu whakamua, me te whakatutukitanga?

E whai pūtake ana te tahuri atu, me te aronga hoki o ngā ākonga ki ngā mahi. Ka whakatakoto ngā kaiako i ngā tino tūmanako mārama mō ngā akoranga. He pārekareka ki ngā ākonga ngā hōtaka o te kounga kairangi, i roto, i waho hoki i te akomanga. E whakanui ana aua hōtaka i te aronga nui, te kipakipa nui anō hoki, puta noa i ngā rōpū. He mauritau, he whakakoia ngā hononga ki waenganui i ngā kaiako me ngā ākonga. Ko ngā tūranga me ngā whai wāhitanga o ngā kaimahi tautoko e whai pūtake ana, e whai kiko ana hoki. He auaha te hāpai ākonga, me ngā hōtaka e pā ana ki te whakatairanga me te whakawhānui, ā, kua āta whakamāheretia, kua āta whakahaerehia hoki. I hangā te aronga akoranga mō ngā tama, nā te tātari me te whakamahinga o ngā raraunga paetae.

Kua whakaritea ngā pūnaha papai ki te whakaemi, te tātari, me te whakamahi i ngā paetae ākonga. Kua whakawhanake angitu te kura i:

  • ngā pūnaha e pā ana ki te whakamahinga o ngā mōhiohio paetae, hei tino pūtake whai tohu ki te whakarerekē haere i ngā whakaritenga whakaako, akoranga hoki, kia whai hua ake ai
  • ngā tukanga me ngā whakaritenga whai hua e pā ana ki te kounga o te manatū
  • ngā pūrongo paetae ākonga ki te poari, te whānau, me ngā ākonga, ā, he matawhānui, he mārama, he tika hoki
  • ngā pūnaha mārama ki te pūrongo i te āhua o ngā whakatutukitanga a ngā ākonga, i runga i ngā tūmanako ā-motu mō te pānui, te tuhituhi, me te pāngarau
  • ngā tukanga ki te tātari i ia te wā, i ngā raraunga paetae ākonga e tāutu ana i ngā tauira me ngā ia o ngā whakatutukitanga, mō te kura, ngā aropā, me ngā rōpū o ngā ākonga
  • ngā pūnaha aromatawai o ngā akomanga e tāutu ana, e aroturuki ana hoki i te tautoko tika, i te whakatairanga tika rānei mō ngā ākonga takitahi, takirōpū rānei
  • tētahi pātengi raraunga tōtika, e whakarato ana i ngā tohu e pā ana ki te āhua o ngā whakatutukitanga a ngā ākonga i runga anō i ngā taumata paerewa, ngā taumata paetae, me ngā taumata ā-motu.

Kua āta whakaritea ngā pūnaha e pā ana ki te whakamāhere, te whakarite, me te whakahaere ki te wharekura. E whakawhanake ana te tūmanako kia kōkiri ngā ākonga i ā rātou whakahaeretanga, me te kawe hoki i ā rātou akoranga. Kua whai wāhi ngā ākonga, kei te whakatutuki haere hoki ngā ākonga i ngā kaupapa akoranga o Te Wānanga o Raukawa. Kei te Taumata 5 me te Taumata 7 ngā akoranga nei, o te Taura Here Tohu Mātauranga o Aotearoa. Ka whakawhanake ngā ākonga i te tino tūāpapa o te reo Māori, me te māramatanga anō hoki ki ō rātou ake hononga ā-iwi. E mārama ana ki ngā ākonga tuākana, te hōhonutanga me te whānuitanga o te mātauranga Māori, ā, he tirohanga Māori tō rātou ki te ao.

Ngā Wāhanga hei Arotake, hei Whakawhanake

Ko te whakarato i ngā hōtaka whakaako, ako hoki e angitu ana, tētahi kaupapa matua ki ngā kaiako. Ko te aronga o te whakawhanaketanga ngaio, e whakarato ana i te whai wāhitanga mō ngā kaiako ki te arotake me te aromatawai auau i ngā rautaki whakaako, ako hoki o te akomanga.

I ētahi wā, he ōkawa, he hanganga hoki ki ngā aronga reo ki te whakaako me te ako i te reo Māori. Me nui ake i ngā wāhanga taunekeneke, whakawhitinga kōrero hoki ki ngā akoranga.

Kāhore he pūkenga, he mōhiotanga, he mātanga hoki ki te wharekura, e hāngai pū ana ki te whakapuakitanga o tētahi hōtaka o te reo Pākehā, ki te kounga teitei. He mea nui te matawhānui o ngā mōhiotanga e pā ana ki te ako me te kiko o te kaupapa nei, me te māramatanga ki ngā tukanga akoranga ka whakatinanahia.

3 Te Marautanga

Ka pēhea te marautanga o tēnei kura e whai hua ki te whakanui, ki te hāpai hoki i ngā akoranga a ngā ākonga?

E tino whai hua ana te Marautanga a Te Kura Māori o Porirua. He tohu nō ngā mōhiotanga, ngā āheinga hoki o ngā kaiako katoa ki te whakawhanake i tētahi tuhinga e whai kiko ana, e whai take ana hoki. Kua arotakengia, kua whakahāngaitia i runga i te āhua o ngā pūkete a ngā ākonga ka puta i te kura, te tūtohinga, me te Marautanga o Aotearoa. E whakakotahi ana ngā tuhinga nei, ā, e hāngai ana ki ngā wawata o te hāpori o te kura. Ka āta whakatakotohia ngā taumata teitei, ā, e whakarato ana ngā kaupapa here, ngā tukanga, me ngā aratohu i te tino aronga mō ngā kaiako.

E whai hua ana te marautanga ki te whakanui me te hāpai i ngā akoranga me te whai wāhitanga a ngā ākonga. E aro ana te kura ki te whai i te hiranga, me te wawata kia whai te tangata i tōna e hiahiatia ai. Ka whakanui te whakahaeretanga o te akomanga i te ahurea me te waiora o ngā ākonga. He mātātoa te whakawhitinga kōrero ki ngā ākonga mō ngā take e whai pānga ana ki a rātou. E āhei ana rātou ki te kōrero mō ā rātou ake akoranga, me ngā taumata akoranga ka whāia tonuhia. E mōhio ana rātou ki ngā kaupapa e akohia ana e rātou, me te whai pānga o ngā mahi nei.

He riterite ki te hanganga whakanui, te whakamāhere, me te whakatinanatanga o ngā hōtaka akoranga ki roto, ki waho hoki i te kura. E tika ana ngā rauemi ki ngā akomanga, ā, e wātea ana ki ngā ākonga. Ka whakakotahi te aronga ki te Ao Māori i roto i ngā akoranga. Kua whai pānga nui ki te whakawhanake tonutanga o te rōpū whānau. Nā te noho hei whānau, e āhei ana ngā ākonga ki te kōkiri i ā rātou ake akoranga, te whakatau i ngā whakaritenga, me te ahu whakamua i te wā e tika ana mō rātou. Ka ākina, ka whakanuia hoki te whanaungatanga ki waenganui i te tuakana me te teina. Ka whai wāhi nui ngā mātāpono, nā te mea ka whai pānga ēnei ki ngā tukanga katoa e pā ana ki te whakaako me te ako.

He mātātoa te aro atu a ngā ākonga ki te whānuitanga o ngā taumahi e whakahono ana i te marautanga. Ka whakatairanga ēnei wheako i te hōtaka mātauranga o te kura. He whānui ngā whai wāhitanga ki te whakapakari i ngā pūkenga, ngā mātanga, me ngā mōhiotanga, mā te hōtaka Aku Mahi Rangatira. Ka rapua, ka whakaratohia hoki ngā huarahi ki te akiaki i te hiranga o te taha hākinakina o te ākonga, ngā whiringa mahi pūmau, me ngā kaupapa mahi e pā ana ki te hangarau mōhiohio me te taiao. Ka ākina ngā ākonga ki te kawe i ā rātou ake mahi rangahau, me te whakamātau, me te whakatutuki hoki i tō rātou ake pūmanawa.

4 Te Rōnakitanga i te Āhua o ngā Mahi

Ka pēhea te tūnga o te kura ki te rōnaki me te whakapai tonu i te āhua o āna mahi?

He tau te tūnga o te kura ki te rōnaki me te whakapai tonu i te āhua o āna mahi. Kua whakaritea e te poari tētahi aronga rautaki e mārama ana, ā, e pā ana ki ngā wā kei te heke mai. Nā te arotake whaiaro i ia te wā, e ū ana te titiro o te kura ki te whakapai tonu. E tino māramahia ngā tukanga arotake whaiaro, ā, ka āta whakamahia hei whakamōhio i ngā tukanga whakamāhere a te poari, ā, hei whakapai hoki i ngā putanga ākonga. Ko te tātari i ngā raraunga e whakamōhio ana i ngā whakataunga e pā ana ki ngā kaupapa matua ki te tohatoha rauemi, te whakatinana me te aromātai o te hōtaka, me te whakawhanaketanga ngaio o ngā kaimahi. Ko te hōhonutanga o ngā arotake mō ngā wā roa, e tāutu ana i ngā take nui e whai pānga ana ki te kura katoa, me tōna hāpori. Ko te aronga ki ngā tūmomo whakawhanaketanga rawa, me te whakapikitanga ake o te tatauranga ākonga, ētahi tauira o te aronga wā-roa ki ngā whakataunga.

E whai hua ana te ārahitanga mātauranga o te tumuaki. He pukumahi, he auaha ia, he ngākau nui hoki tōna, ā, ka whakakotahi tāngata ia. Ka whakaawetia e ia, ā, ka pupū ake ngā taumata teitei o te kipakipa me ngā paetae mātauranga, ā, ka aro nui hoki ia ki ngā wawata o ngā ākonga, ngā kaiako, te whānau whānui, me te hāpori. Kei te whakapakari haere ia i ngā wā katoa, ngā mōhiotanga o ia kaiako ki te ako, ā, ka whakatau ia i te āhua whakahaere, te āhua ahurea hoki e tika ana, kia angitu ai ngā whakaakoranga me ngā akoranga. Ka whakawhanake ngā kaiako i te āheinga ki te ārahi, mā ngā whai wāhitanga e riterite ana, e mārama ana hoki. Ko te hōtaka e pā ana ki te whakauru, me te ārahi i ngā kaiako hou, tētahi tauira pai o ngā kōkiritanga e tino whai hua ana.

Ka arohaehae huritao ngā kaiako ki tēnei kura. He pukumahi rātou, e ngākau nui ana hoki ki te kaupapa o te kura, ā, he nui ō rātou tūmanako kia whakatutuki ngā ākonga katoa i ō rātou pūmanawa. Ko te whai huatanga o ngā putanga ka ahu mai i te arohaehae mahi, e hāpai ana i ngā kaiako ki te whakatakoto tōtika i ā rātou whāinga whaiaro, me te whiriwhiri i ngā akoranga ngaio e tika ana ki te whakatutuki i aua whāinga. He pai ngā kaiako ki te whakamahi i ngā rautaki e whakapakari ana i ngā ākonga ki te whakahaere i ā rātou ake anō, te noho hei ākonga kipakipa, me te whai kawenga ki ā rātou ake akoranga. I kitea ngā tauira o ngā whakaritenga o te kounga kairangi.

Ka ahu whakamua te whai wāhitanga a te whānau, mā te whakarato i ngā pūnaha whakawhitiwhiti whakaaro mārama ki te iwi, te hapū, te whānau whānui, me te hāpori. Ka whakanui, ka aro pai te poari me te tumuaki ki ngā tirohanga me ngā whakaaro o te hāpori o tō rātou kura. He manawa whakahī tō Te Rōpū Whakaruruhau, ngā ākonga, ngā kaiako, me te whānau, mō tō rātou kura. E ngākau nui ana rātou ki te ahunga whakamua, me te tirohanga rautaki, ngā māhere rautaki hoki, mō te wā kei te haere mai.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he Tauāki Kupu Tūturu a Te Poari mā te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai TātariWhaiaro. 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; me
  • ngā whakahaere o ngā rawa me ngā taonga.

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

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

Kīhai ngā tirohanga a te Tari Arotake Mātauranga i tāutu i ētahi wāhanga e āwangawangatia ana.

Te Whakatinana i Te Marautanga o Aotearoa me Ngā Whanaketanga Rumaki Māori 2011

E whā ngā mātāpono e ārahi ana i te kura, mā te reo me ōna tikanga ēnei mātāpono e ora ai.

E whakapakari tonu ana Te Kura Māori o Porirua i tōna āheinga ki te whakatinana i Te Marautanga o Aotearoa me Ngā Whanaketanga Rumaki Māori, mō te tau 2011. Ka whai pānga tēnei ki te whakahāngai me te whakawhanake i tōna marautanga ā-kura, kia tutuki ai ngā tūmanako ā-motu mō ngā marautanga, me ngā hiahia, ngā wawata hoki o te whānau me te hāpori. He whakatutukitanga nui tēnei mō te kura, ā, kua rite ki te whakatinana me te aroturuki i te whakapuakitanga o tōna marautanga, me te whānuitanga o tēnei ki te aro ki ngā matea akoranga me ngā ngākau nuitanga o ngā ākonga katoa.

Ka āta whakamahi hoki ngā kaiārahi me ngā kaiako o te kura i Ngā Whanaketanga, hei hāpai i ngā kaiako ki te whakamāhere me te whakapuaki i ngā hōtaka e aro mārama ana ki ngā whanaketanga. Ko ētahi o ngā kaupapa matua o te kura, mō te haere tonutanga o te whakawhanaketanga me te arotake, ko:

  • te whakapakari haere i te tino māramatanga ki te whakahāngaitanga o ngā mātāpono e whā o te kura e pou here ana i te marautanga ā-kura, ki ngā mahinga whakaako, ako hoki o ia rā;
  • te whakapakari i ngā whakaritenga aromatawai o tēnei wā, hei hāpai i ngā kaiako ki te aroturuki, te aromatawai, me te pūrongo i ngā akoranga, te ahu whakamua, me ngā paetae a ngā ākonga, i runga i ngā whanaketanga, ā, puta noa anō hoki i ngā wāhanga akoranga o te marautanga;
  • te rōnaki i te aronga pai ki te whakahaeretanga me te whakawhanaketanga o te marau mā te hautūtanga me te ārahitanga e whakakotahi ana.

Ko Te Kura Māori o Porirua tētahi tino tauira o ngā whakaritenga papai ki te:

  • whakatinana i Te Marautanga o Aotearoa
  • whakawhanake, te whakatinana, me te arotake i tōna marautanga ā-kura e āta hono mārama ana ki te marautanga ā-motu me ngā tūmanako o te tūtohinga o te kura
  • whakamahi, me te tuitui haere i Ngā Whanaketanga Rumaki Māori, ki ngā hōtaka whakaako, akoranga hoki mō ngā ākonga o te Tau 1 ki te 8.

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

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

Makere Smith

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

5 Ngā Kōrero e pā ana ki te Kura

Te Tūwāhi

Kei Porirua

Te tau a te Tāhuhu o te Mātauranga

1634

Te tūmomo kura

He kura ā-rohe hiato (tau 1 ki te 13)

Te tātautanga hāpori ōhanga

3

Te tokomaha o ngā ākonga

214

Te Ira Tangata

Tama tane 104

Tamahine 110

Hononga ā-iwi

Māori 211

Kuki Airani 1

Samoan 2

Ngā āhuatanga motuhake

He kura rumaki reo i whakamanatia ai i te tau 2011, i raro i te wāhanga 156 o te Ture Mātauranga 1989. Kua whakaritea tēnei kura hei kura motuhake

Te wā i te kura te rōpū arotake

Pipiri 2011

Te rā o tēnei pūrongo

Whiringa-ä-nuku 2011Whiringa-ā-nuku 2011

Ngā pūrongo o mua a te Tari Arotake Mātauranga

Arotake Mātauranga, Whiringa-ā-nuku 2007

1 Context

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

Culture and context are important features of Te Kura Māori o Porirua. Together they provide a strong foundation for the pursuit of excellence and lifelong learning. He kura te tangata is the vision. It encompasses four mātāpono, kaitiakitanga, whanaungatanga, rangatiratanga, and whai wāhitanga. Ngā mātāpono permeate across all school operations. They influence school structure, organisation and practice, guide relationships and support student and whānau aspirations.

Te Kura Māori o Porirua is situated within the rohe o Ngāti Toa Rangatira. It supports a wide area that includes Porirua, Upper Hutt, Lower Hutt, Tawa and Otaki. Eighteen per cent of students are descendents of Ngāti Toa Rangatira. The iwi most students affiliate to is Ngāti Porou.

Strong partnerships are established between the kura, iwi, whānau-whānui and wider community. Te roopu whakaruruhau are the kaitiaki and Puna Matauranga Māori. They continue to embrace the kura within the shelter and protection of the whakaruruhau. Consultative processes are embedded at all levels of school operations. Whānau-whānui are major contributors to development and review processes.

A positive school culture is promoted. The expectation is that all students will realise their potential and experience success as Māori learners. Te reo Māori is the main language of learning and communication. Over time, students become competent speakers, thinkers, readers and writers of te reo Māori. They show leadership in Māori settings. As they progress through the school they develop skills and abilities to pursue their own self determined pathways. Students are confident; they know who they are and where they come from.

2 Learning

How well are students learning – engaging, progressing and achieving?

Students are purposefully engaged and on task. Teachers set clear expectations for learning. Students enjoy high quality programmes within and outside the classroom. These programmes promote high levels of interest and motivation across all groups. Relationships between teachers and students are positive and affirming. The role and contribution of support staff is purposeful and meaningful. Student support, enrichment and extension programmes are innovative, well planned and well managed. The focus on learning for boys evolved as a result of the analysis and use of achievement data.

Effective systems for gathering, analysing and using student achievement have been established. The kura has successfully developed:

  • systems for using achievement information as a strong evidential base for making adjustments to teaching and learning practice, in order to be more effective
  • efficient quality assurance procedures and practice
  • comprehensive, clear and accurate student achievement reports to the board, whānau and students.
  • clear systems for reporting how well students are achieving in relation to national expectations in reading, writing and mathematics
  • procedures for regular analysis of student achievement data which identifies achievement patterns and trends for the school, for cohorts and groups of students
  • classroom assessment systems which identify and monitor appropriate support or enrichment for individual and groups of students
  • an accurate database which provides evidence of how well students are achieving in relation to unit and achievement standards and national benchmarks.

Planning, organisation and management systems are well established in wharekura. The expectation for students to be self managing and to take responsibility for their own learning is developing. Students are engaged and achieving in Te Wānanga o Raukawa courses. These courses are at Level 5 and Level 7 on the New Zealand Qualifications Framework (NZQF). Students develop a firm foundation in te reo Māori and an understanding of their own iwi connections. Senior students are able to grasp the depth and breadth of matauranga Māori and are beginning to see the world through Māori eyes.

Areas for Review and Development

The provision of successful teaching and learning programmes is a major priority for teachers Focused professional development provides opportunity for teachers to regularly review and assess classroom teaching and learning strategies.

In some instances, the language teaching and learning approaches to te reo Māori are formal and structured. More interactive and communicative components within the lesson are needed.

The wharekura lacks specialist skills, knowledge and expertise to deliver a high quality English language programme. Comprehensive pedagogical and content knowledge of this subject area and an understanding of required learning processes are essential.

3 Curriculum

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

Te Marautanga a Te Kura Māori o Porirua is highly effective. It is a testament of the collective knowledge and ability of teachers to develop a realistic and practical document. It has been reviewed and aligned to the student graduate profile, charter and Te Marautanga a Aotearoa. These documents are inclusive and relevant to the aspirations of the kura community. High standards are set and policies, procedures and guidelines provide clear direction for teachers.

The marautanga successfully promotes and supports student learning and participation. The kura is focused on the pursuit of excellence and the desire to follow ones passion. Classroom management values the culture and well being of students. Students are actively consulted about matters that affect them. They are able to talk about their own learning and next steps. They know what they are learning and why it is important.

There is consistency in the overall structure, planning and implementation of learning programmes within and outside of the kura. Resourcing within classrooms is appropriate and accessible to students. The Te Ao Māori approach to learning is all inclusive. It has successfully influenced the ongoing development of the whānau roopu. Within the whānau structure, students are able to work independently, make decisions and progress at their own pace. Tuakana-teina relationships are encouraged and promoted. Ngā mātāpono are significant, because they encompass all teaching and learning processes.

Students are actively engaged in a number of co-curricular activities. These experiences complement the school’s academic programme. Opportunities to strengthen skills, expertise and knowledge through the Aku Mahi Rangatira programme are extensive. The encouragement of a student’s sporting acumen career pathway options, information technology and environmental studies is sought and provided. Students are encouraged to undertake their own research, to experiment and achieve to their full potential.

4 Sustainable Performance

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

The kura is in a sound position to sustain and improve its performance. The board has established a clear future strategic direction. Regular self review is the way this kura remains focused on continued improvement. Self review processes are well understood and effectively used to inform board planning processes and improve student outcomes. Analysis of data informs decisions about priorities for resource allocation, programme implementation and evaluation and staff professional development. In-depth longer term reviews identify important issues that affect the school as a whole and its community. The focus on likely property developments and increased roll numbers are examples of a long-term approach to decision making.

The principal provides effective educational leadership. She is hardworking, passionate, innovative and inclusive. She inspires high levels of motivation, educational achievement and is responsive to student, teacher, whānau-whānui and community aspirations. She continues to build on each teacher’s pedagogical knowledge and provides administrative and cultural conditions necessary for successful learning and teaching. Teachers develop leadership capability through equitable and transparent opportunities. The teacher’s induction and mentoring programme is a good example of a highly successful initiative.

Teachers in this kura are critically reflective. They work hard, are committed to the kaupapa of the kura and have high expectations that all students will achieve to their potential. Positive outcomes of performance appraisal help teachers to design focused personal goals and select relevant professional learning to achieve these goals. Effective teachers use strategies that enable students to become self managing, motivated learners and to take responsibility for their own learning. Models of high quality practice were observed.

Whānau participation is advanced through the provision of open, transparent systems of communication and consultation with iwi, hapū, whānau-whānui and community. The board and principal value and respond well to the views and opinions of their kura community. Te roopu whakaruruhau, students, teachers and whānau are proud of their kura. They are pleased with the progress made and the strategic vision and plans for the future.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed an ERO Board Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

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

During the review, ERO checked the following items because they have a potentially high impact on students' achievement:

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

ERO’s investigations did not identify any areas of concern.

Giving Effect to Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori 2011

E whā ngā mātāpono e ārahi ana i te kura mā te reo me ōna tikanga ēnei mātāpono e ora ai.

Te Kura Māori o Porirua continues to strengthen its capacity to give effect to Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori in 2011. This includes aligning and developing its marautanga ā-kura to meet national curriculum expectations and the needs and aspirations of whānau and community. This is a significant achievement for the kura which is now well placed to implement and monitor the delivery and extent to which its marautanga is responsive to the learning needs and interests of all students.

Kura leaders and kaiako also work closely with Ngā Whanaketanga to support kaiako in the planning and delivery of programmes that have a clear focus on the whanaketanga. Kura priorities for ongoing development and review include:

  • gaining a strong understanding of how the four kura principles which underpin the marautanga ā-kura, are reflected in everyday teaching and learning practices
  • strengthening current assessment practices to support kaiako to monitor, assess and report on student learning, progress and achievement against the whanaketanga and across the learning areas of the marautanga
  • sustaining an effective approach to curriculum management and development through collaborative and inclusive leadership and guidance.

Te Kura Māori o Porirua is a strong model of good practice in

  • giving effect to Te Marautanga o Aotearoa
  • developing, implementing and reviewing its marautanga ā-kura which has clear links to the national curriculum and kura charter expectations
  • working with and incorporating Ngā Whanaketanga Rumaki Māori within teaching and learning programmes for Year 1 to 8 students.

When is ERO likely to review the school again?

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

Makere Smith

National Manager Review Services Māori (Te Uepū-ā-Motu)

5 About the Kura

Location

Porirua

Ministry of Education profile number

1634

Kura type

Composite Area School (Years 1 to 13)

Decile rating

3

Kura roll

214

Gender composition

Boys 104

Girls 110

Ethnic composition

Māori 211

Cook Island 1

Samoan 2

Special features

Total immersion kura established in 2011 under section 156 of the Education Act 1989. This is a designated Special Character Kura

Review team on site

June 2011

Date of this report

31/10/2011

Previous ERO reports

Education Review, October 2007