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 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi.

2 Te Horopaki

E tū ana Te Kura o Waikare ki tētahi hapori tuawhenua ki te rāwhiti o Kawakawa. Nō te tau 1876 i whakatūngia ai e ngā tūpuna o Te Kapotai rāua ko Ngāti Pare. I tautapaina te kura hei kura āhuatanga motuhake i te tau 2010, ā, kei raro i te maru o Ngā Kura ā Iwi. He tino hononga tō te kura ki ngā marae o te takiwā, ki Te Kōhanga Reo o Waikare, ā, ki ētahi atu kura hoki o te Tai Tokerau. I te tau 2020, i tautapa anō a Minita Hipkins i te rārangi ākonga o te kura, kia āhei ai ngā ākonga o te 9 me te tau 10 ki te noho tonu ki te kura i te tau 2021. Ko tō te whānau wawata, kia puritia ā rātou ākonga, tae noa ki te mutunga o te tau 13. Ka whakamāramahia ki ngā kupu whakataki o te tūtohinga, ngā hononga ā-whānau, ā-ahurea hoki. Ka āta kitea ki te tirohanga rautaki, ko te whakawhanaketanga o ngā uri e noho mātua ana.  

3 Te Aronga o te Aromātai

He pēhea rawa te whakaatu mai o ngā uri i tō rātou whai tukuihotanga, me tā rātou whakaaweawe?

E ako ana ngā uri ki tētahi taiao e āta whakamana nui ana i te whai tukuihotanga me te whakaaweawe.  

4 Ngā Whakaaturanga – Mana Whakahaere

Kei te taiao ako o ngā uri, ko te ārahitanga whakakotahi e whakamana ana i te reo, te ahurea, me te tuakiri o Te Kapotai. He auaha, he tūtoro hoki te ārahitanga o te tumuaki mā tōna whai whakaaro nui ki te hapori. E ārahi ana te tūtohinga i ngā whāinga ako puta noa i te kura, me ngā tūmanako hoki mō ngā kaimahi me te whānau. Ko ngā pūrongo tātari rerekētanga o ia tau, e āta tātari ana i te āhua mahi me te whai huatanga. Whakawhārikihia ai ngā pūrongo whakahaere ōkawa ki Te Poumarumaru i ia marama, ā, ka hāngai ki te rārangi ākonga me te āhua mahi o te kura mā ngā whāinga o te whānau. Ka whakaratohia hoki ngā pūrongo ōkawa ki te marae me te kōhanga reo e tū pā tata ana, ā, he auau hoki te pūrongo atu ki ngā whānau mā ngā pānui ā-kura. Ka whai hua ngā uri nā ngā whakataunga whakahaere e whai mōhiohio ana, me te whakatutukitanga o ēnei hei tino painga mō ā rātou akoranga.

Ko ngā uri me ngā putanga ākonga whai kounga kei te pūtake o ngā tukanga me ngā whakataunga a Te Poumarumaru. Kua whakaritea ngā tukanga aromātai o roto. He kaupapa matua o te pae tawhiti ā Te Poumarumaru, e whakatōpū katoa ana i Te Kapotai, i te kaitiakitanga o te taiao, i te whakapikitanga ake o te reo Māori, i te whai wāhi mai o te whānau, i te whakapakaritanga o ngā hononga, i te kounga hoki o ngā whakaakoranga, me ngā putanga ki ngā uri. Ka aroturukitia ngā kaupapa matua mā ngā huarahi maha, tae atu hoki ki ngā kōrero urupare a ngā whānau, me ngā whāinga ka inea, ngā rārangi wā hoki. He maha ngā whakapaitanga kua whakatutukihia e Te Poumarumaru i roto i te roanga o te wā. Ka whai wāhi ki tētahi mahere mahi a te poari, ko ngā whakangungu kāwana, ā, e āta whakatau ana i te whai māramatanga o ngā kawenga kāwana me ngā rārangi wā, me te whakawhārikitanga hoki o aua tuhinga hei kōrerotanga i ngā wā e tika ana. Ko ngā pūnaha whakahaere i ngā pūtea me ngā kaimahi, e hāngai ana ki ngā kaupapa matua a te kura. Ko te pakari o ngā tukanga arotake, tukanga aroturuki hoki e āta whakatau ana i te whakatutukitanga wawe o Te Poumarumaru ki ngā take ka pupū ake. Ka whakatakoto whāinga rātou, ā, ka aro pū ki te whakapaitanga ake. Ka tātari Te Poumarumaru i ngā mōhiohio, ā, ka panoni haere i ngā rārangi wā me ngā whakaritenga ka whai ake, i ngā wā e tika ana. Ko te mōhiotanga me te māramatanga o ngā uri ki te whai tukuihotanga, e whakapakarihia ana e ngā tukanga a Te Poumarumaru.  

Ngā Whakaritenga Matua ka whai ake 

Ahakoa ka tohatoha haere ngā poumarumaru i ā rātou mahi, kāhore anō taua huarahi kia whakaōkawatia. Ko te tautuhi i ngā tūranga me ngā tūmanako, ka noho mātua rā ki te whakapakari ake i ngā whakaritenga kāwana o tēnei wā, ā, ka āta whakatau hoki i te māramatanga pai o ngā mema ki ā rātou ake kawenga, ki ngā kawenga ngātahi hoki. Ka whakatairangatia te kounga o ngā whakaritenga a Te Poumarumaru mā te whakaōkawa me te whakatakoto ā-tuhi nei i ngā tūranga me ngā kawenga mahi.  

5 Te Whakatau ki ngā Wāhanga Tautukunga

I mua atu i te aromātai, i whakatutukihia e Te Poumarumaru 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 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.

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia whakaōkawatia e Te Poumarumaru ō rātou tūranga me ā rātou kawenga mahi.  

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

19 Haratua, 2022

7 Ngā kōrero e pā ana ki te kura

Te tūwāhi

Kei Kawakawa

Te tau a te Tāhuhu o te Mātauranga

1666

Te tūmomo kura

Ngā Kura ā Iwi

Te tokomaha o ngā ākonga o te kura

87

Ngā hononga ā-iwi

Māori 87

Ngā āhuatanga motuhake

He kura motuhake / He kura whakahiato

Te wā i te kura te rōpū arotake

Hui-tanguru 2022

Te wā o tēnei pūrongo

19 Haratua 2022

Ngā pūrongo o mua a
Te Tari Arotake Mātauranga 

Arotake Mātauranga, Pipiri 2018;
Arotake Mātauranga,  Hui-tanguru 2014;
Arotake M
ātauranga, Kohi-tātea 2011

1 Introduction

The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO reports provide important information for hapū and iwi.

2 Context

Te Kura o Waikare is located in a rural community east of Kawakawa. It was established by tupuna from Te Kapotai, Ngāti Pare in 1876. The kura was designated as special character in 2010 and is a member of Ngā Kura-ā-Iwi. There is a close association with all local marae, Te Kōhanga Reo o Waikare and other far north kura. In 2020, Minister Hipkins redesignated the school roll to allow for the retention of Years 9 and 10 students from 2021. Whānau aspire to retain their students through to the end of Year 13. The charter preamble describes the whānau and cultural connections. The strategic vision clearly places the  importance on developing uri.

3 Evaluation Focus

How well do uri show they are culturally autonomous and influential?

Uri learn in an environment where cultural autonomy and influence are highly valued.

4 Findings - Mana Whakahaere

Uri learn in an environment where a united leadership approach values Te Kapotai language, culture and identity. The tumuaki provides innovative and visionary leadership through a community minded approach. The charter guides kura wide learning goals as well as expectations for staff and whānau. Annual variance reports analyse performance and effectiveness. Formal management reports are presented monthly to the Poumarumaru based on the roll and performance of the kura against whānau goals. Formal reports are also provided to the adjacent marae and kōhanga reo as well as regular reporting to whānau through the kura pānui. Uri benefit from informed management decisions in the best interests of their learning.

Uri and quality learning outcomes reside at the heart of Poumarumaru processes and decisions. Internal evaluation processes are in place. Poumarumaru have long term priorities that consolidate Te Kapotai, kaitiakitanga o te taiao, increasing te reo Māori, whānau engagement, strengthening relationships, and quality teaching and uri outcomes. Priorities are monitored in a number of ways including feedback from whānau with measurable goals and timeframes in place. Poumarumaru have made a number of improvements over time. A board work plan includes governance training and ensures that governance responsibilities and timeframes are explicit and tabled for discussion as required. Financial and personnel management systems reflect kura priorities. Robust review and monitoring processes ensure that Poumarumaru attend promptly to emerging issues. They set goals and are improvement focused. Poumarumaru analyse information and make amendments to timeframes and next steps as necessary. Uri cultural knowledge and understanding is strengthened by Poumarumaru processes. 

Key Next Steps

While Poumarumaru share their duties, these are not formalised. Defining roles and expectations is important to strengthen existing governance practices and ensure that members clearly understand their collective and individual responsibilities. The quality of Poumarumaru practices would be enhanced through formalising and documenting roles and responsibilities.

5 Assurance on Legal Requirement

Before the evaluation, the poumarumaru and Tumuaki 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 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. 

6 Recommendation

ERO recommends that the Poumarumaru formalise their roles and responsibilities.

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

19 May 2022

7 Information about the kura

Location

Kawakawa

Ministry of Education profile number

1666

Kura type

Ngā Kura-ā-Iwi

Kura roll

87

Ethnic composition

Māori 87

Special features

Special Character / Composite

Pre on site review

February 2022

Date of this report

19 May 2022

Most recent ERO report(s)

Education Review, June 2018; Education Review, February 2014; Education Review, January 2011

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