Te Kura o Waikare

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.

1 Te Horopaki

Ko Ngāpuhi te iwi
Ko Whiti te tangata
Ko Te Kapotai te hapū
Ko Waikare te awa

E tū ana Te Kura o Waikare ki te hapori tuawhenua e tū whakaterāwhiti ana i te tāone o Kawakawa. E whā tekau ngā ākonga o tēnei kura, mai i te tau 1 ki te 8. Ko Te Kapotai me Ngāti Pare ngā hapū o te whārua o Waikare. Ka ahu mai hoki ngā ākonga i ngā hapori e pā tata mai ana, ā, tērā anō ōna karangatanga ki ngā hapū o Ngāti Manu, o Ngāti Kuta, o Ngāti Patukeha hoki.

Whai muri i te arotake o mua a Te Tari Arotake Mātauranga, kua pā mai ētahi tino whakarerekētanga matua, me ētahi whakawhanaketanga matua. Nō te Whiringa-ā-nuku o 2016, i whakatūngia ai tētahi Kaiwhakahaere Manatū ā-wā hei hāpai i te kura i roto i ngā whakahaeretanga o ngā kaimahi me te marautanga. Nō te Paenga-whāwhā o 2018 taua wawaotanga i whakakorengia ai. I whakatū i tētahi tumuaki hou i te wāhanga tuarua o te tau 2017. Mai i taua wā, ko te aronga matua o te whānau, ko te whakapuaki anō i te mauritau me te whakakotahitanga mō ngā ākonga me te whānau, me te whakatairanga anō hoki i ngā paetae ākonga. He pakari, he pai anō hoki ngā hononga ki waenga i te hapori me te kura.

Ngā Whakaaturanga

2 Ngā Putanga ki ngā Ākonga

He pēhea rawa ngā ākonga e whakaatu i ō rātou pūmanawa ā-ahurea nei ki te tū māia me te whakaaweawe?

Ka kitea ki ngā ākonga tō rātou manawa whakahī ki ō rātou tuakiri, ā, ka tū māia hoki rātou ki te whānuitanga o ngā tūmomo horopaki.

E whai wāhi atu ana ngā ākonga ki te hōhonutanga o te taiao ako e whakamana ana, e poipoi ana hoki i tō rātou ahurea, tō rātou reo, me tō rātou tuakiri. E whakarato ana te whānau i ngā wheako ahurea me ngā wheako ako e whakaongaonga ana i ngā ākonga. Ka whakarato anō hoki i ia te wā, i ngā whai wāhitanga e whakapūmau ana i te tuakiri me te whai wāhi atu ki ētahi atu. He mātātoa te whai wāhi atu a ngā ākonga ki ngā huihuinga o ngā hapū me te iwi ki tō rātou hapori tonu me te hapori whānui. Ko ngā tikanga, ngā uaratanga, me ngā whakaritenga o te iwi e whai pānga matua ana ki te hōtaka o ia rā. E whakamanahia ngā ākonga hei tangata takitahi, ā, hei uri anō hoki o ō rātou hapū. Ka toro atu te whānau ki ngā mātanga me ngā rauemi o te hapori whānui o te kura, hei hāpai i ngā ākonga. Ka kitea ki ngā ākonga tō rātou manawa whakahī ki ō rātou tuakiri me ō rātou tūrangawaewae.

E whakanuia ana te ako me ngā whakamahinga a ngā ākonga i te reo Māori. Kāhore te nuinga o ngā ākonga e ahu mai ana i ngā kāinga reo Māori. Ka āta tautoko ngā hapū i te whakamahinga o te reo Māori ki ngā horopaki katoa. Ki tō rātou titiro, ko ngā ākonga ngā pūkōrero o āpōpō. Rongo ai ngā ākonga i ia te wā i te reo Māori e whakamahia ana ki ngā horopaki ōkawa, ōpaki hoki. Ka whakatauirahia e ngā kaimahi me ngā kaumātua te rere māhorahora o te reo, puta noa i te whānuitanga o ngā tūmomo horopaki. Ka rongo i ngā ākonga e whakawhiti kōrero ana ki te taha o ō rātou hoa i te kura, ā, i ngā horopaki whakahoahoa hoki. E whai hua ana ngā kaimahi ki te hāpai i te ako i te reo Māori me te ako mā te reo Māori. Ka whakamahi rātou i te whānuitanga o ngā tūmomo rautaki e akiaki ana, e poipoi ana hoki i te whakawhanaketanga o te reo. Ko ētahi o aua rautaki ko te whakatauira, te tāruarua, te akiaki ngāwari tonu i ngā pūmahara, te pānui, te reo ataata, te whāngai kupu, me te whakamihimihi. He whānui hoki te whakamahinga a ngā ākonga me ngā pākeke i te reo rotarota. E whakawhanake ana te tūmāia o ngā ākonga ki te whakawhitiwhiti i ō rātou whakaaro mā te reo Māori ake o ō rātou hapū me ō rātou hapori.

E hāpaitia ana te mauritau o ngā ākonga i roto i te whānuitanga o ngā tūmomo horopaki. Ka whakaratohia e ngā kaimahi me te whānau ngā whai wāhitanga e whai pūtake ana ki ngā ākonga, kia whānui ai ō rātou wheako me tō rātou mōhiotanga anō hoki ki te ao ki tua atu i te whāruarua. E ai ki te whānau, kua tino tupu te tūmāia o ngā ākonga i roto i te whānuitanga o ngā tūmomo horopaki. Ka whakanui rātou i ngā wheako e whakaratohia ana mā ngā ākonga, kia whai wāhi atu ai rātou ki ngā kaupapa hākinakina o te hapori whānui me te rohe. Kua whakanuia ngā ākonga e ngā tāngata i ngā tūmomo huihuinga, mō te hiranga o tā rātou whanonga. He ngākau titikaha ō rātou ki te whakawhanaunga ki ngā tini tāngata katoa. Ko te whakaratonga nō nā tata tonu nei o tētahi waka mō te kura, he whai wāhitanga mō te kura ki te toro atu ki ētahi rōpū ka taetae mai ki te ako i a rātou. Ka tūmāia ngā ākonga ki te hapori whānui.

E whakawhanake ana ngā ākonga i tō rātou māramatanga ki te kaitiakitanga. Ko te taiao māoriori o Te Kapotai e whakawhānui ana i ngā akoranga a ngā ākonga. Ko tētahi tino aronga o ngā akoranga a te kura, ko te taiao me ngā take taiao. E mōhio ana ngā ākonga he tino taonga tūturu te ngahere, te whenua, me ngā arawai. E whakawhanake ana hoki rātou i tō rātou māramatanga ki te whakahirahiratanga o aua wāhi hei pātaka kai. Ko ngā wāhi me ngā tikanga whakahirahira e whai pānga matua ana ki te hōtaka akoranga. E ako ana ngā ākonga i ngā mōhiotanga me ngā pūkenga ki te tū hei kaitiaki o tō rātou taiao.

Ka whakawerohia, ka whakawhānuihia anō hoki ngā hinengaro o ngā ākonga i roto i ā rātou akoranga. Ko te whakapuaki i te ako ā-kaupapa tētahi o ngā kōkiritanga i whakapiki ake ai i te whai wāhi mai o ngā ākonga. E whakarato ana ngā kaiako i ngā kaupapa ako e ngākau nuitia ana, ā, ka whai wāhi mai anō hoki ngā ākonga ki ngā mahi whakamahere. Kua whakapuakihia ētahi atu kōkiritanga me ētahi atu rautaki, hei whakatere ake i ngā paetae ākonga. Ka hāngai ēnei ki:

  • te whakatakoto i ngā tino whāinga, ā, i tētahi mahere mātauranga ake mā ia ākonga i tāutuhia ai hei hāpai ake
  • tētahi hōtaka ki te whakapakari ake i te tūmāia o ētahi ākonga i tāutuhia ai hei hāpai ake, mā tā rātou pānui ki ngā tamariki i te kōhanga reo
  • tētahi hōtaka kōkiri o te Pāngarau mō ngā ākonga katoa
  • te rironga mai o ngā paihikara eke maunga tekau, kia āhei ai ngā ākonga ki te tūhura i tō rātou taiao māoriori
  • te whakatū i ngā kaiārahi i te reo me ngā kaiāwhina, ki te tautoko i te ako i roto i ngā akomanga.

Ko ngā ākonga kei te pūtake o ngā tukanga whakataunga. Nō nā tata tonu nei ngā āhua o ā rātou ākonga, te marau ā-kura, me te kaupapa here e pā ana ki te ārahi mauritau i arotakengia ai, kia hāngai ake ai ki Te Kapotaitanga. He aronga nahanaha tā te tumuaki ki te whakarite i ngā tūmanako kairangi me te ahurea ngaio. Kua whakatinanahia ngā tukanga hei hāpai i te riterite o ngā mahere me ngā aromatawai. E noho pūmau ana ki te hāpai i ngā huarahi o ngā kaimahi ki te whai wāhi atu ki ngā akoranga ngaio me te whakawhanaketanga ngaio e tika ana. Kua taetae atu te poari me ngā kaimahi ki ngā hui me ngā whakangungu i whai pānga ai ki a rātou. E whai hua ana ngā ākonga nā te whakapuakitanga o te whānau i ō rātou ngākau nuitanga, ā, he pārekareka anō hoki ki a rātou te taetae atu ki te kura.

3 Te Ārahitanga me te Aromātai o Roto

E whakamōhiotia ana ngā whakataunga rautaki ki te tirohanga mārama mō te kura. E mōhio ana te poari me ngā kaiārahi o te kura, ko ētahi tino kaupapa, ko te whakatairanga i ngā paetae ākonga, me te whakapūmau i tētahi taiao haumaru, poipoi hoki. Kua aro mātātoa atu te poari ki ngā taunakitanga whakamutunga a te Kaiwhakahaere Manatū ā-wā. Ka kitea te pai me te aronga ngātahi o ngā hononga. He nui te tautoko o ngā kaumātua. Kua tohatoha ki ngā kaitiaki o te poari ngā kawenga hou i āta tautuhitia ai. Ko te tū auau o ngā hui, ko te pai anō hoki o ngā tuhinga e pā ana ki aua hui i hāpai i te kōkiri whakamua a ngā kaitiaki. E whakapakarihia ana e rātou ō rātou māramatanga ki tō rātou tūranga kāwana, hei whakapai i ngā putanga ki ngā ākonga.

Ko te rōnakitanga pae tawhiti o te kura tētahi kaupapa matua ki te hapū. Kua whakaritea ngā tukanga me ngā pūnaha hei hāpai i te whakapai tonutanga me te tupu tonutanga. I nāianei, kei te whakaratohia te poari ki ngā pūrongo auau e pā ana ki ngā take whakahaere me ngā take kāwana. He aronga ki te whakapai ake puta noa i ngā whakahaeretanga katoa. He aronga ngātahi, he aronga pūmau hoki ki te pūrongo i ia te wā i ngā paetae ākonga me te ahu whakamua. E whakatutuki haere ana i ngā take tiaki kura kua roa nei e noho tāwēwē ana, tae atu ki te whakamahere anō hoki mō ngā mahi tiaki kura o te pae tawhiti. He mārama ngā tukanga i whakatakotohia ai mō te whakahaeretanga o ngā pūtea me ngā kaimahi.

Ka mahi ngātahi, ka whakaaro huritao hoki ngā kaiako i roto i ā rātou mahi. Ko te whakawhirinaki me te whakaute ki ngā hononga o ngā kaimahi e pou here ana i te kounga o ngā whakawhitinga whakaaro me ngā whakaritenga. Nā te whakatū i tētahi tumuaki hou, kua aro mārika ake ki te kōkiri i ngā paetae ākonga. Kua tāutuhia e ngā kaiako ngā ākonga hei kōkiri ake, tae atu hoki ki ō rātou matea ake, me te āhua tonu o te tautoko hei whakatinana. Ka aroturukitia, ka arumia hoki te ahu whakamua o aua ākonga. He teitei ngā taumata i whakatakotohia ai mō te tau 2018, hei whakapūmau i ngā tino tūmanako nui ki te whakapai ake i ngā paetae ākonga me tā rātou eke angitu.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Me whakatōpū ngā pūnaha kāwana hou. E mōhio ana te poari, e tika ana kia tino mōhio, kia tūmāia hoki rātou ki ngā pūkete me ngā kawenga kāwana i tohaina ai ki tēnā me tēnā o rātou. E whakawhanake ana ngā kaitiaki i tō rātou māramatanga ki ā rātou kawenga i roto i te marautanga me ngā paetae ākonga. E noho ngākau nui ana rātou ki te toro atu tonu ki te tautoko o ngā ratonga o waho mō ā rātou mahi ā muri ake nei. E takune ana rātou ki te mahi ki te taha o Te Whakarōpūtanga Kaitiaki Kura o Aotearoa, o Ngā Kura ā-Iwi o Aotearoa, me ētahi atu kura o te rohe nei. Ka pai ake tonu ngā putanga ako ki ngā ākonga, mā te whakatō tonu i ngā whakaritenga papai.

Tāpiri atu ki ngā rautaki i whakatinanahia ai hei kōkiri i te ako me ngā paetae a ngā ākonga, e ahu whakamua ana ngā kaiako ki te whakawhanake i ngā e-pūkete mā ia ākonga, kia kaha ake ai tā rātou aroturuki, tā rātou aru, me tā rātou pūrongo i te ako me te ahu whakamua. Kua tāutuhia hoki e rātou, e tika ana kia whakawhanakehia ngā huarahi aromatawai kia hāpai i ngā mahi ki te whakahāngai ake ki te marau ā-kura. Ko ngā pūmanawa ake me ngā ngākau nuitanga ake o ia ākonga e poipoia ana.

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

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

  • te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
  • te haumaru ā-tinana o ngā ākonga
  • te rēhitatanga o ngā 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 whakatutukitanga i te Ture Oranga Tamariki 2014.

5 Ngā Taunakitanga

Kua whakawhanakehia e Te Tari Arotake Mātauranga me te kura ngā taunakitanga e whai ake nei, arā, kia:

  • haere tonu te toro atu ki te tautoko me te ārahitanga o waho, e hāpai ana i te poari ki te whakatōpū i ngā pūnaha hou me ngā whakaritenga hou e pā ana ki te kāwana o te kura
  • āta whakarite i te kapo atu o ngā mahi aromatawai i ngā akoranga e hāngai ana ki te marau ā-kura me Te Kapotai, me te whakawhanake i te e-pūkete a ia ākonga.

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

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te aromātai whai muri o Te Kura o Waikare i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

28 Pipiri, 2018

Ngā kōrero e pā ana ki te kura

Te tūwāhi

Kei Kawakawa

Te tau a te Tāhuhu o te Mātauranga

1666

Te tūmomo kura

He kura ā-iwi

Te tokomaha o ngā ākonga o te kura

40

Te ira tangata

Kōtiro 21

Tama 19

Ngā hononga ā-iwi

Māori

100%

Te ratonga reo Māori

Taumata 1 – 81-100%

Te wā i te kura te rōpū arotake

28 Haratua 2018

Te wā o tēnei pūrongo

28 Pipiri, 2018

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Hui-tanguru 2014

Kohi-tātea 2011

Hōngongoi 2007

1 Context

Ko Ngāpuhi te iwi
Ko Whiti te tangata
Ko Te Kapotai te hapū
Ko Waikare te awa

Te Kura o Waikare is in a remote rural community east of the township of Kawakawa. It has a current roll of 40 students from Years 1 to 8. The Waikare valley affiliates to the hapū of Te Kapotai and Ngāti Pare. Students also come from nearby communities that affiliate to Ngāti Manu, Ngāti Kuta and Ngāti Patukeha.

Since the previous ERO review, there have been key changes and developments. In October 2016, a limited statutory manager was appointed to support the kura in the areas of personnel management and curriculum management. This intervention was revoked in April 2018. A new tumuaki was appointed in term 2 of 2017. Since that time, the priority for the whānau has been to recreate a positive and inclusive culture for students and whānau, and raise student achievement. Community and kura relationships are strong and positive.

Findings

2 Student Outcomes

How well do students show they are culturally confident and influential?

Students show pride in who they are and are confident in a range of situations.

Students experience a rich learning environment where their culture, language and identity is valued and nurtured. The whānau provide stimulating cultural and learning experiences. Regular opportunities are provided to reinforce identity and contribution to others. Students are active in hapū and iwi events in their local and wider communities. Iwi-specific tikanga, values and practices are an integral part of the daily programme. Students are affirmed as individuals and as descendants of their respective hapū. The whānau use expertise and resources from the wider kura community to support students. Students show pride in who they are and where they come from.

Students are acknowledged for their learning and use of te reo Māori. Most students do not come from Māori speaking homes. The hapū advocate for te reo Māori to be used in all settings. They see students as the orators of the future. Students have regular exposure to te reo Māori in both formal and informal contexts. Kaimahi and kaumātua model spontaneous use of language across different settings. Students are heard communicating in te reo Māori with their peers at kura and in social situations. Kaimahi effectively support learning in and around te reo Māori. They use a range of strategies to encourage and foster language development. These include modelling, repetition, gentle reminders, pānui, visual, verbal prompts and rewards. Sign language is also widely used by students and adults. Students are developing as confident communicators of te reo Māori specific to their hapū and communities.

Students are supported to be at ease in a wide range of contexts. Kaimahi and whānau provide purposeful opportunities for students to broaden their experiences and knowledge of life outside of the valley. The whānau acknowledge how students’ confidence has grown in a wide range of contexts. They value the experiences students are offered to participate in local and regional sporting events. Students have been acknowledged for their exemplary behaviour by people at various events. They are confident to mingle and associate with a wide range of people. The recent provision of a waka has now enabled the kura to provide an attraction to other groups to visit and learn from them. Students are confident in the wider community.

Students are developing their understanding of kaitiakitanga. The natural environment of Te Kapotai is an extension of where students learn. The kura has a particular focus in their learning on the environment and environmental issues. Students know that the forest, land and waterways have cultural significance. They are also developing their understanding of the importance of them as a food source. Places and practices of cultural significance are a feature of the learning programme. Students learn knowledge and skills to be kaitiaki of their environment.

Students are challenged and extended in their learning. The introduction of project-based learning is one of the initiatives that has increased engagement of students. Kaimahi provide high interest projects which involve students in the planning. Additional initiatives and strategies have been introduced to accelerate student achievement. These include:

  • specific goal setting and individual education plans for targeted students
  • a programme to build confidence of targeted students by reading to children in kōhanga reo
  • an acceleration programme for Pāngarau involving all students
  • acquisition of 10 mountain bikes to enable students to explore their natural environment
  • employing kaiārahi i te reo and kaiāwhina to provide in-class support.

Students are at the centre of decision-making processes. The graduate profile, marau ā-kura and positive guidance policy have been recently reviewed to more clearly reflect Te Kapotaitanga. There is a planned approach by the tumuaki to establish high expectations and professional culture. Processes to support consistency in planning and assessment have been implemented. There is a commitment to resourcing relevant professional learning and development of kaimahi. The board of trustees and kaimahi have attended appropriate hui and courses. Students benefit from whānau working in their interests, and enjoy attending kura.

3 Leadership and Internal Evaluation

A clear vision for the kura informs strategic decisions. The board of trustees and kura leaders are aware that raising student achievement and maintaining a safe and nurturing environment are high priorities. The board of trustees has proactively responded to the final recommendations of the limited statutory manager. Positive and collaborative relationships are evident. Kaumātua provide a high level of support. New and specific responsibilities have been allocated to members of the board of trustees. Regular and well documented meetings have supported trustees to move forward. They are strengthening their understanding of their governance role to improve outcomes for students.

The long-term sustainability of the kura is a hapū priority. Processes and systems are in place to support ongoing improvement and growth. The board of trustees is now being provided with regular reports on management and governance matters. There is an improvement focus across all operations. There is a collective and deliberate commitment to regular reporting on student achievement and progress. Overdue maintenance matters are being attended to, including planning for long-term maintenance work. Transparent systems are in place for the management of finances and personnel.

Kaiako are collaborative and reflective practitioners. Trusting and respectful staff relationships underpin quality communication and practice. With the appointment of a new tumuaki, there has been a stronger focus on accelerating student achievement. Kaiako have identified the cohort of students requiring acceleration, their individual needs, and what specific support will be implemented. The progress of these students is monitored and tracked. Ambitious targets have been set for 2018 to maintain high expectations for improvement in student achievement and success.

Kura-identified areas of development

New governance systems need consolidating. The board of trustees is aware of the necessity to be fully familiar and confident with their allocated portfolios and governance responsibilities. Trustees are developing their understanding of their responsibility regarding the curriculum and student achievement. They are committed to continuing to seek support from external providers moving forward. They intend to work with School Trustees Association, Ngā Kura ā Iwi and with other local kura. Learning outcomes for students will continue to improve as good practice is embedded.

In addition to the strategies implemented to accelerate student learning and achievement, kaiako are moving towards developing e-portfolios for each student to more closely monitor, track and report learning and progress. They have also identified the need to develop assessment tools to enable closer alignment to the marau ā-kura. Students’ individual strengths and interests are nurtured.

4 Board assurance on legal requirements

Before the evaluation, the board of trustees and principal completed the ERO Te Poumarumaru 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 safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand-downs, suspensions, expulsions and exclusions

  • attendance

  • compliance with the Vulnerable Children Act 2014.

5 Recommendations

ERO and the kura have developed the following recommendations:

  • continue to seek external support and guidance for the board of trustees to consolidate new governance systems and practices

  • ensure assessment practices capture learning aligned to the marau ā-kura and Te Kapotai, and develop e-portfolios for individual students.

When is ERO likely to evaluate the kura again?

The next ERO evaluation of Te Kura o Waikare will be within 3 years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

28 June 2018

About the Kura

Location

Kawakawa

Ministry of Education profile number

1666

Kura type

Ngā Kura ā Iwi

Kura roll

40

Gender composition

Girls 21

Boys 19

Ethnic composition

Māori

100%

Māori language provision

Level 1 – 81-100%

Review team on site

28 May 2018

Date of this report

28 June 2018

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2014

January 2011

July 2007

1 Te Horopaki

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

Whāia te mātauranga me te tika

Kua tohua Te Kura o Waikare hei kura-ā-iwi, ā, kei te ngutu awa o Waikare i waenganui i Kawakawa me Kororareka. Ko te nuinga o ngā tāngata kei tēnei rohe he Māori, ā, he hapori kaha nei te hāpai, te aro ki te whānau. Nō ngā hapū o Te Kapotai me Ngāti Pare te nuinga o ngā kaimahi me ngā whānau. Ko Ngā Puhi te iwi. Ka whakaatu Te Kapotaitanga i ngā whanaungatanga ka hono i ngā tamariki me o rātou whānau me te hapori. He wawata nui ki te hapori te whakaora i te reo me ngā tikanga o Te Kapotai ki te ako o ngā tamariki.

Ka whakatairanga tētahi ahurea takatika, whakakotahi i te iwi ki te kura. Ka hāpai te tū tahaki o te kura, ngā maunga me ngā awa ka tū hei tohu tuakiri o te hapori o te kura, ki te toiwhenua me te kotahitanga i te kura. Ka tiri rauemi i te nuinga o te wā. Ka whai hua ngā akonga i ngā mahi kore utu o te whānau. Ko ngā akonga kei te puku o ngā tukanga whakatau kaupapa katoa. E ngākaunui ana te hapori o te kura ki te tirohanga roa me ngā tumanakohanga e whakaatu ana ki te tūtohinga o te kura. Kua mau hoki ēnei ko ngā pūkete mahi a ngā akonga.

Nā te hiahia o te iwi o Waikare ki te whakaora anō i tō rātou reo me o rātou tikanga o Te Kapotai i timata ai ētahi hōtaka reo Māori ki te marae. Ko te kōrero ki te reo Māori tētahi mea nui ki te whakawhiti kōrero puta noa i te kura. Kua noho tahi te whānau me tō ratou tū rangatira ki ngā mea kua tutuki e rātou, ā, kei te hikaka hoki rātou ki ngā rangi kei te heke mai mō Te Kura o Waikare me tōna hapori.

2 Te Ako

Pēhea te pai o tēnei kura ki te whakamahi i ngā mōhiohio paetae, kia whai hua ai ngā whakarerekētanga mō te ngana, te ahunga whakamua, me ngā whakatutukitanga o ngā ākonga?

Ngā wāhi e kaha ana

He whai hua te whai wāhi o ngā akonga ki te ako. He pai te tautoko i ā rātou ki te ahu whakamua. E kite ana ki ngā pūrongo ki te poari kei te tūtuki te nuinga o ngā akonga i ngā paetae e tika ana mā rātou, rānei kei runga noa atu rātou ki te pānui me te tuhituhi. I te tau 2013 i aro whānui te kura ki te whakarewa ake i ngā taumata paetae ki te pangarau puta noa i te kura kia āhei ai te eke o ngā akonga ki ngā tumanakohanga mō Ngā Whanaketanga Rūmaki Māori (NWRM), rānei kia teitei ake i ēnei. Ka whakamahi ngā kaiako i ngā kōrero aromatawai hei aroturuki me te whai i te ahunga whakamua me ngā paetae o ngā akonga me te tāutu i ngā akonga whāinga matua. Ka tutuki ngā matea o ngā akonga whāinga matua mā te whānui o ngā hōtaka tautoko me ngā wawaotanga. Ka whakatau ngā pironga mō tēna, mō tēna akonga, ā, ka whakarite ngā akoranga e ai ki ngā matea o ngā akonga. Ka whai wāhi ngā akonga ki ngā whakawhitinga kōrero e pā ana ki tō rātou ako me tō rātou ahu whakamua me ngā kaiako me ngā mātua. Ka whiwhi ngā mātua i ngā pūrongo māmā ana te whai tikanga e pā ana te ahu whakamua me te whakatūtuki o a rātou tamariki i ngā paetae e ai ki NWRM. Kei te harikoa rātou ki te kounga o te mātauranga e whiwhi nei a rātou tamariki.

Ka whakatau, ka whakatauira hoki ngā kaiako i ngā tino tumanakohanga mō te ako me ngā whanonga o ngā tamariki. He whakaute ngākau kotahi ngā whanaungatanga me ngā taunekeneke. He pai te whakarite o ngā akomanga, he paku te rahi o ngā akomanga, ā, he pai hoki te whakamahi o ngā kaiako i o rātou wā. Ka awhina ērā atu o ngā tautoko a akomanga i ngā kaiako ki te whakatūtuki i ngā matea o ngā akonga. Ka whakamahi ngā hōtaka akoranga hei whakawhanake i ngā āheinga tātaki me ngā kounga ake o ngā akonga. Ka whakaatu ngā akonga i tō rātou tātaki me te whakahaere takitahi i ētahi o ngā wāhanga o tō rātou ako.

Ngā wāhanga hei arotake me te whakawhanake

Te mahi tahi me ngā mātua. Me whai arahi ngā mātua kia pai ake tō rātou tautoko i a rātou tamariki ki ngā wāhi ako katoa.

Ngā mahi huritao. Me whakanui ake ngā kaiako i tō rātou kaha ki te huritao kaikini i te tōtika o o rātou mahi whakaako, ngā pūnaha whakaōrite me ngā whakawā whānui o ngā kaiako. Mā te wetewete me te whai whakaaro kaikini e ahu ki te whakapaitanga ake o ngā mahi me ngā putanga mō ngā akonga.

Te tāutu i ngā tikanga me ngā tauira. Kātahi anō ngā kaiako ka tīmata ki te whakamahi i ngā hōtuku aromatawai hei tāutu i ngā tikanga me ngā tauira e pā ana ki ngā paetae o ngā akonga. Mā te whakakaha ake i te kaha o ngā kaiako e whakapai ake i te mārama o ngā kaiako ki te whakamahi i ngā kōrero aromatawai ki o rātou mahi.

3 Te Marautanga

He pēhea rawa te whai take o te marautanga a tēnei kura i runga o te whakatītina me tōna tautoko i te akoranga a ngā ākonga?

E kii ana te tirohanga roa o te kura a ‘Tū tangata’ ko te tino tumanako mō ngā akonga kia eke rātou ki tō rātou tino māiatanga, kia tū rangatira, kia tū māia hoki hei uri o Te Kapotai. Ka whakarato tōtika te marautanga o te kura i te huarahi mō te tūtuki i tēnei tirohanga roa.

Ka hāpai tōtika te marautanga o te rohe i te ako o ngā akonga. Nā te kōrerorero whānui me te hapori o Waikare i whakarato i tētahi ahunga mārma hei whakawhanake i te marautanga a rohe. Ko tōna tikanga ko te:

  • whakarei ake i ngā whai wāhitanga ako e hāngai ana ki ngā akonga
  • whakakaha ake i o rātou matea me o rātou ngākaunui
  • whakawhanake i te tino toiwhenua ki Te Kapotaitanga.

He tino nui te tūranga o ngā kaumātua ki te whakaako me te ako ki ngā hitori, ngā kōrero tuku iho me ngā whakapapa ki Te Kapotai. Ka poipoi ēnei akoranga i te toitake, te tū rangatira me te toiwhenua o ngā akonga me o rātou whānau.

Ka whakarato hoki te marautanga i ngā whai wāhitanga mā ngā akonga ki te rongo ki te whānui o ngā whāinga a ahurea, a hākinakina, a hinengaro hoki. He mārama ngā hono i waenganui i te marautanga, te whakamahere me te whakatinana i ngā hōtaka akoranga. Ka rongo ngā akonga ki tētahi marautanga whai hua, whakamere me te aro ki ngā mea nui kia rātou hei tamariki o Waikare.

4 Te Rōnakitanga o ngā Mahi a te Kura

He pēhea te āhua o te kura i runga o te rōnakitanga me te whakapakaritanga o āna mahi?

He pai te tū o te kura ki te mau me te whakapai ake i ōna mahi. Kei te tōtika ake te poari hou ki o rātou tūranga hei kaitiaki. He pai te tuhi o tā rātou mahere rautaki, ngā mahi whakahaere me ngā pūnaha takohanga hei arahi i a rātou. Ka hāpai ngā putanga o ngā mahi arotake whaiaro i a rātou ki te whakatau tika i ngā kaupapa hei ahu whakamua i ngā whakapaitanga ke me ngā whanaketanga ki te kura. Ko te mea nui ko te whakakaha i te māramatanga ki te rōnakitanga. E ngākaunui ana te poari ki te whakatutuki i ngā wawata o te whānau mō a rātou tamariki. He pai te tautoko ka whakarato ngā kaimahi me te poari ki ngā akonga me te awhina ki te whakareri i a rātou mō te ako a meake nei.

Ka whakarato te tumuaki i ngā tātaki me ngā arahi ā mātauranga tōtika ki te poari hou. He huarahi whakakotahi, whakamana hoki tōna āhua tātaki. Ka whakaute ngā kaimahi, te whānau me te hapori i ā ia.

Ka hāpai ngā pūnaha whakawhiti kōrero mārama i te whānau me te hapori ki te tino whai wāhi ki te kura. Ka whakatauira te whānau me te hapori i te kawenga kotahi mō ngā akonga katoa me ngā whāinga. Ka tū whakahihi rātou ki tō rātou kura me te whakapā takatika o te kura ki a rātou tamariki o Te Kapotai.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki te Tauāki Kupu Tūturu a Te Poari 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 ō rātou herenga ā-ture e pā ana ki:

  • ngā whakahaerenga ā te poari
  • te marautanga
  • ngā whakahaerenga e pā ana ki te hauora, te haumaru me te oranga tinana
  • ngā whakahaerenga e pā ana ki ngā kaimahi
  • ngā whakahaerenga pūtea
  • ngā whakahaerenga e pā ana ki ngā rawa.

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 te 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 tikanga whakauru kaimahi hou;
  • te whakaunu, te aukati, te pana me te whakarerenga;
  • te tae ā-tinana atu o ngā ākonga ki te kura.

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

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

1 Context

What are the important features of this kura that have an impact on student learning?

Whāia te mātauranga me te tika

Te Kura o Waikare is a designated Kura-ā-Iwi situated at the head of the Waikare inlet between Kawakawa and Russell. It has a predominantly Māori, whānau oriented, community. Most staff and whānau affiliate to Te Kapotai and Ngāti Pare, sub-tribes of Ngāpuhi iwi. Te Kapotaitanga represents the relationships that connect children and their whānau and community together. The revitalisation of te reo and tikanga of Te Kapotai are important community aspirations that impact on student learning.

A positive and inclusive culture is promoted in the kura. The physical isolation of the kura, its mountains and rivers that are critical identity markers which define the kura community, contribute to a strong sense of unity and belonging. Resources are often shared. Students benefit from voluntary work carried out by the whānau. Students are at the heart of all decision making processes. The kura community is committed to the vision and expectations reflected in the kura charter. These are also captured in the student graduate profile.

A growing desire from the people of Waikare to regain te reo and tikanga of Te Kapotai has led to community initiated language programmes held at the marae. Conversational Māori is integral to communication throughout the kura. Whānau have a shared sense of pride in their accomplishments and an eager expectation for what the future holds for Te Kura o Waikare and its community.

2 Learning

How well does this kura use achievement information to make positive changes to learners’ engagement, progress and achievement?

Areas of Strength

Students are purposefully engaged in their learning. They are well supported to make good progress. Reports to the board and the community show that most students are achieving at or above expected levels in Pānui and Tuhituhi. There has been a school-wide focus in 2013, on raising achievement levels in Pāngarau to ensure all students are at or above Ngā Whanaketanga Rūmaki Māori (NWRM) expectations. Kaiako use assessment information to monitor and track student progress and achievement and to identify priority learners. The needs of priority learners are met through a range of support programmes and interventions. Individual targets are set and learning is tailored to student’s needs. Students participate in discussions about their learning and progress with kaiako and parents. Parents receive plain language reports about their child’s progress and achievement against NWRM. They are happy with the quality of education their children receive.

Kaiako set and model high expectations for student’ learning and behaviour. Relationships and interactions are mutually respectful. Classrooms are well organised, class sizes are small and kaiako time is maximised and well managed. Extra classroom support helps kaiako to cater for learners’ needs. Learning programmes are used to develop the leadership abilities and qualities of students. Students demonstrate leadership and they independently management of aspects of their learning.

Areas for review and development

Facilitate learning workshops for parents. Parents need guidance to more effectively support their children with all learning areas.

Reflective practice. Kaiako need to increase their ability to critically reflect on the effectiveness of their teaching techniques, systems for moderation and overall kaiako judgements. Critical analysis and reflection should lead to further improved practice and outcomes for students.

Identifying trends and patterns. Kaiako are at the early stages of using assessment data to identify trends and patterns about student achievement. Increasing teacher capability to do this should improve their understanding of how to use assessment to inform their practice.

3 Curriculum

How effectively does this kura curriculum promote and support student learning?

The kura vision ‘Tū tangata’ states that students are expected to reach their full potential, stand tall, proud and confident as descendants of Te Kapotai. The kura curriculum appropriately provides the pathway for achieving this vision.

The local curriculum effectively supports student learning. Extensive consultation with the Waikare community provided clear direction to develop the local curriculum. It is designed to:

  • enhance learning opportunities that are relevant to students
  • build on their needs and interests and
  • develop a strong sense of Te Kapotaitanga.

Kaumātua play an integral role in the teaching and learning about Te Kapotai history, stories and kinship ties. This learning engenders a sense of purpose, pride and belonging in students and their whānau.

The curriculum also provides opportunities for students to experience a wide range of cultural, sporting and academic pursuits. There are clear links between the curriculum, planning and the implementation of learning programmes. Students experience a curriculum that is meaningful, interesting and focused on what is important for them as children of Waikare.

4 Sustainable Performance and Self Review

How well placed is the kura to sustain and continue to improve and review its performance?

The kura is in a good position to sustain and improve its performance. The newly elected board are becoming more effective and efficient in their roles as trustees. They have a well documented strategic plan, operational practices and accountability systems to guide. The outcomes of self review support them to make well informed decisions to progress kura improvement and development. The emphasis is on building a shared understanding of sustainability. The board is committed to meeting the aspirations whānau have for their children. With the staff, the board provide good support to students and help to prepare them for future learning.

The principal provides effective educational leadership and guidance for the new board. His leadership approach is inclusive and empowering. He is well respected by the staff, whānau and community.

The open transparent systems of communication and consultation support whānau and the community to fully engage with and participate in the kura. The whānau and community model collective responsibility for all students and shared goals. They are proud of their kura and the positive impact it is having on the children of Te Kapotai.

Board assurance on legal requirements

Before the review, the board of trustees and principal 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 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.

When is ERO likely to review the kura again?

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

Lynda Pura-Watson

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

27 February 2014

About the Kura

Location

Waikare

Ministry of Education profile number

1666

Kura type

Full Primary (Years 1 to 8)

Kura roll

49

Gender composition

Girls 27

Boys 22

Ethnic composition

Māori

100%

Special Features

Designated Special Character School

Review team on site

November 2013

Date of this report

27 February 2014

Most recent ERO report(s)

Education Review

Education Review

January 2011

July 2007