349 Nelson Road , Gisborne
View on mapE tū ana Te Kura Kaupapa Māori o Ngā Uri a Māui ki Tūranga-nui-a-Kiwa. E whakahaerehia ana te kura mā ngā mātāpono o Te Aho Matua, ā, e whakarato ana i te mātauranga rumaki reo Māori ki ngā ākonga o ngā tau 1 ki te 15.
He nui ngā rerekētanga ki te kura whai muri i te arotake o mua a Te Tari Arotake Mātauranga i te tau 2015. Ko ētahi o aua rerekētanga, ko te heke iho i te tatauranga o ngā tamariki ki te kura, me te wehenga atu a te tumuaki me ētahi o ngā kaimahi whakaako i te mutunga o te tau 2018. Nō te wāhanga tuatahi o te tau 2019 tētahi tumuaki whakakapi i whakatūngia ai, hei hāpai i ngā ākonga me te whānau i roto i ngā whakarerekētanga.
Ahakoa te nui o ngā rerekētanga i pā ai ki te ārahitanga me ngā tūnga kaimahi, kua ū tonu ngā kaimahi matua i te poari me te whānau. Kua kopoua tētahi tumuaki tūturu hou ka tīmata ā te wāhanga tuarua o te tau 2019.
Mō tēnei arotake, i whakaaetia kia arotahi pū Te Tari Arotake Mātauranga ki ēnei o ngā mātāpono o Te Aho Matua, arā, ki Te Ira Tangata, Te Reo, me Āhuatanga Ako hoki. I aromātai hoki Te Tari Arotake Mātauranga i te kounga o te arotake whaiaro me te ārahitanga.
Ka kitea ki ngā ākonga tō rātou manaaki, tō rātou whai whakaaro nui, me tō rātou āheinga ki te mahi tahi i ō rātou hononga ki ētahi atu.
Ka kitea ki ngā ākonga tō rātou atawhai me tō rātou whakaute ki ētahi atu. Ka whakamahi te whānau me ngā kaimahi i tō rātou māramatanga ki Te Aho Matua, i ō rātou mōhiotanga ki ā rātou ākonga, i ngā tikanga Māori hoki e whakapūmau ai i ngā mahinga me ngā tūmanako e pā ana ki te whanonga a ngā ākonga. E mōhio ana ngā ākonga ki aua tūmanako me aua mahinga. Ka whakatūngia ngā ākonga ki te ārahi i ngā karakia, ngā mihimihi, te kapa haka, me ngā huringa akomanga. Ka kitea te tūmāia o ngā ākonga i roto i ā rātou taunekeneke ki ētahi atu.
Rongo ai ngā ākonga i te reo Māori e kōrerohia ana puta noa i te rā. Ka kōrero ngā kaimahi i te reo Māori i ngā wā katoa, ā, ka āta whakarite rātou i te noho mōhio o ngā ākonga he mea nui te kōrero i te reo Māori ki te kura. Ka whakatauira hoki rātou i te whakamahinga o te reo ki ngā horopaki ōkawa me ngā horopaki ōpaki. Ka taea e ngā ākonga ngā kōrero te whakautu tika ki ngā tūmomo horopaki o te reo Māori. Ka rongo ngā ākonga i te reo ōkawa e whakaputaina ana ki ngā pōhiri, tae atu hoki ki te reo kōrerorero, te reo ōpaki ake o te reo Māori ki ō rātou akomanga. E whakawhanake tonu ana ngā ākonga i ō rātou ngākau titikaha me ō rātou pūkenga ki te kōrero i te reo Māori.
Ka whai wāhi atu ngā ākonga ki ngā hōtaka akoranga i whakamaheretia ai. Ka whakarato ngā kaimahi i ngā taumahi me ngā rauemi e hāpai ana i te ako a ngā ākonga. Ka kitea ngā tauira o ngā takune ako e whakamahia ana hei akiaki i te kōkiri me te whakahaere a ngā ākonga i ā rātou ake akoranga. E arotahi ana ngā hononga i te akomanga ki te ako. Ka akiaki ngā kaiako i ngā ākonga ki te ako ngātahi, ā, ki te tautoko hoki - tētahi i tētahi - i te akomanga. Ka arotahi, ka whai wāhi nui hoki ngā ākonga ki ngā mahi.
Tērā ētahi whakaaturanga papai o ngā whakaritenga a ngā kaiako me ngā whakaratonga e atawhai ana i ngā ākonga. Kua whakatinanahia ētahi whakarerekētanga ki ngā mahi a ngā kaiako, hei āta whakatau i te tirohanga ki ngā mahere me te whakatakotoranga o aua mahere ki ia akomanga. Ahakoa te pai o ngā whakahaeretanga ki te nuinga o ngā akomanga, kāhore aua tūmanako e āta kitea ana i ia te wā ki ngā akomanga katoa. He mahi anō hei whakatutuki, kia taea ai e ngā kaiako katoa te mahi ngātahi me te whakarato i ia te wā i te kounga kairangi o te mātauranga me te atawhai mā ngā ākonga, puta noa i te kura.
Kāhore e āta whakamaheretia ana, e āta whakaritea ana rānei te ū pūmau ki te reo Māori puta noa i te kura. Kāhore anō te whānau me ngā kaimahi kia whakawhanake i tētahi hōtaka whakawhiti mō rātou o ngā ākonga e mau ana i te iti noa o te reo Māori. Ko ētahi atu āhuatanga matua hei hāpai i te reo Māori, ko te tāutu me te whakanui i ngā whakaakoranga reo me ngā akoranga reo i te kura whānui e whai hua ana, ko te whakatinana i tētahi aronga nahanaha ki te whakapakari ake i te āheinga reo o ngā kaimahi, ā, ko te āta whakarite i te whakapuakitanga o te marautanga mā te reo Māori.
Me whakawhanake i te waihanga me te ratonga o te mātauranga ki te wharekura. Kua whakaurua ngā ākonga o ngā tau 9 ki te 13 ki ngā kaupapa ako mā Te Kura. Nā te wehenga o ētahi o ngā kaimahi matua, me tahuri ngā kaiako ki te arotake i te āhua o tā rātou whakapuaki mai i ō rātou ake pūkenga, i te whakatōpūtanga hoki o aua pūkenga, hei kōkiri i te ratonga o te mātauranga wharekura. Me āta whakangungu, me āta tautoko hoki i ngā kaiako kia matawhānui ake ai te hōtaka akoranga e whakaratohia ana mā ngā ākonga o te wharekura, ā, kia kaha ake anō hoki te mahi tahi me te aronga ngātahi ki ngā whakaakoranga i te wharekura. Ahakoa te pukumahi me te mātātoa o ngā ākonga o te wharekura puta noa i te rā, kāhore ngā hōtaka akoranga e āta whakawhānui mārika ana, e āta wero mārika ana hoki i ngā ākonga o te wharekura.
Ko ngā whakarerekētanga me ngā wero nō nā tata tonu nei i tau ai i roto i te kura, kua whai pānga anō hoki ki ngā mahi a te whānau me te hapori o te kura. Mai i te tīmatanga o te tau 2019, kua aro atu te poari me te tumuaki whakakapi ki te whakarato i tētahi wāhi nahanaha, wāhi tautoko tonu e hāpai ai i te ako a ngā ākonga me tō rātou waiora. Kua whai wāhi ki tēnei, ko te whakatau i te whānau me te āta toro atu ki a rātou, ko te whakatakoto anō i ngā tūmanako ngaio o ngā kaimahi, ā, ko te whakapakari ake i ngā pūnaha me ngā tukanga a ngā kaimahi.
Nā te nui o ngā whakarerekētanga ki ngā tūranga kaimahi i te kura, kua whāiti noa ngā pūmanawa me ngā āheinga ki te whakapūmau i ngā tino mahi e pā ana ki te kāwanatanga me te whakahaeretanga i te kura. He tuhinga hukihuki kē te tūtohinga, te tirohanga, te mahere rautaki, me te mahere ā-tau. Kāhore i āta ū ki te arotake tonu i ia te wā i ngā whakahaeretanga o te kura me ngā kaupapa here. I te mea e tīmata ana tētahi tumuaki tūturu hou ā te wāhanga tuarua, e noho pūmau ana te poari ki te whakapuaki anō i te kāwanatanga me te ārahitanga e riterite ana, e tau ana hoki ki te kura.
He ngoikore ngā pūnaha ki te aroturuki i te ako a ngā ākonga me ā rātou whakatutukitanga. I tēnei wā, kāhore he pūnaha ā-kura hei aroturuki, hei whai hoki i te ahu whakamua a ngā ākonga. Kāhore anō kia āta whakaritea, kia āta whakatinanahia hoki ngā tūmanako e pā ana ki te ako a ngā ākonga, ki ā rātou whakatutukitanga, ā, ki tā rātou ahu whakamua hoki. Me whiwhi ngā kaiako i te tautoko o waho hei hāpai ake i tō rātou mōhiotanga me ō rātou āheinga i roto i ngā whakaritenga ngaio. Kua tāutuhia e te poari, e tika ana kia whakapakarihia te tukanga whakauru a ngā kaimahi hou ki te kura.
Me arotake wawe i te pūnaha e whakahaere ana i te āhua mahi, hei āta whakatau i te ngāwari tonu o te tukanga, me te whakatairanga pū o taua tukanga i te kounga o te whakaako me te ārahitanga ki te kura. He pīroiroi rawa te pūnaha o tēnei wā, ā, he maha anō hoki ngā whāinga ngaio me ngā whāinga marau o roto. Kāhore anō te ako ngaio me ngā whakawhanaketanga ngaio o ngā kaiako kia āta tāutuhia. Me tāutu i ngā whai wāhitanga whakawhanaketanga ngaio e tika ana, ā, me whakahāngai anō hoki i ēnei ki ngā matea o ngā kaiako.
I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Whānau mā Te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
I te wā o te arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā paetae o ngā ākonga:
Kia tutuki i te poari āna herenga ā-ture, me tahuri rātou ki te:
E taunaki ana Te Tari Arotake Mātauranga kia mahi te whānau me te poari ki te taha o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ki te whakawhanake i tētahi mahere ka whakatutuki i ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei whakawhanake ake.
Ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Ngā Uri a Māui hei arotake o Te Pupuketanga.
Gloria Takuira
Acting Toka ā-nuku
09 Hōngongoi, 2019
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Te tūwāhi |
Kei Tūranga-nui-a-Kiwa |
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Te tau a te Tāhuhu o te Mātauranga |
1672 |
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Te tūmomo kura |
He kura whakahiato (Tau 1 ki te 15) |
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Te tokomaha o ngā ākonga o te kura |
149 |
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Te ira tangata |
Kōtiro 73 Tama tāne 76 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Ngā āhuatanga motuhake |
Te Aho Matua |
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Te wā i te kura te rōpū arotake |
4 Paenga-whāwhā 2019 |
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Te rā o tēnei pūrongo |
09 Hōngongoi, 2019 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Te Aho Matua Arotake Mātauranga Te Aho Matua Arotake Mātauranga Te Aho Matua |
Pipiri 2015 Paenga-whāwhā 2012 Pipiri 2008 |
Te Kura Kaupapa Māori o Ngā Uri ā Māui is in Gisborne. The kura operates in line with the principles of Te Aho Matua, and provides Māori medium education for students from Year 1 to 15.
Since the previous ERO review in 2015, there have been considerable changes within the kura. These changes include a decrease in the roll and the departure of the tūmuaki and some teaching staff at the end of 2018. An interim tūmuaki was appointed in Term 1 2019 to support students and whānau through these changes.
Although there have been a high number of leadership and staff changes, key personnel in the board of trustees and whānau have remained consistent. A new permanent tūmuaki has been appointed who will start of Term 2, 2019.
For this review, it was agreed that ERO would focus on specific wāhanga of Te Aho Matua, Te Ira Tangata, Te Reo and Āhuatanga Ako. ERO also evaluated the quality of self-review and leadership.
Students show they are caring, considerate and cooperative in their relationships with others.
Students display kindness and respect to others. The whānau and staff use their understanding of Te Aho Matua, what they know about their students, and Māori tikanga to establish consistent routines and expectations for student behaviour. Students are aware of these expectations and routines. Students are given leadership roles in karakia, mihimihi, kapa haka and classroom rotations. Students appear confident in their interactions with others.
Students hear te reo Māori spoken throughout the day. Kaimahi consistently speak te reo Māori and ensure students are aware of the importance of speaking te reo Māori while at kura. They also model language use in a range of formal and informal situations. Students can respond appropriately in different te reo Māori contexts. Students hear formal language used in pōhiri as well as the more social and informal use of te reo Māori in their classrooms. Students continue to develop their confidence and skills as speakers of te reo Māori.
Students participate in planned learning programmes. Kaimahi provide activities and resources to support students’ learning. There are examples of the use of learning intentions to encourage student ownership and management of their learning. Classroom relationships are focused on learning. Kaiako encourage students to learn together and support each other in the classroom. Students appear focused and on task.
There are examples of good teacher practice and provision of care for students. Changes to teacher practice have been implemented to ensure classroom planning is sighted and in place. While most classrooms are well managed, these expectations are not consistently evident in all classrooms. Further work is required to ensure all kaiako can work collaboratively and provide consistently high-quality education and care for students across the kura.
The sustained use of te reo Māori across the kura is not well planned or established. The whānau and staff have not yet developed a transition programme for students with limited ability in te reo Māori. Other priority areas for te reo Māori include identifying and celebrating current good language teaching and learning practices within the kura, implementing a planned approach to building the language capability of staff, and ensuring the curriculum can be delivered through te reo Māori.
The design and provision of wharekura education requires development. Year 9 to 13 students are enrolled in subject courses through Te Kura. Following the departure of key senior staff members, kaiako need to review how they use their individual and collective skills to facilitate the provision of wharekura education. Kaiako require specific training and support to provide a comprehensive learning programme for wharekura students, and to promote more collegial and collaborative approaches to teaching in the wharekura. Although wharekura students are busy and active during the day, learning programmes do not sufficiently extend and challenge wharekura students.
Recent changes and challenges within the kura have impacted on the whānau and local kura community. Since the beginning of 2019, the focus of the board of trustees and interim tumuaki has been to provide an orderly and supportive environment that is conducive to student learning and wellbeing. This includes settling and engaging with the whānau, resetting professional expectations of staff, and strengthening systems and processes for staff.
With the significant personnel changes within the kura, there has been limited capacity and capability to maintain important governance and management tasks. The charter and vision, strategic plan and annual plan are in draft. Regular and ongoing review of kura operations and policies have not been maintained. With the new permanent tūmuaki to commence in Term 2 of 2019, the board of trustees is committed to re-establishing consistent and stable governance and leadership in the kura.
Systems to monitor student learning and achievement are lacking. There is currently no school-wide system in place to monitor and track student progression. Expectations for student learning, achievement and progress have not been well established and implemented. Kaiako require external support to improve their knowledge and capability in professional practices. The board of trustees has identified the need to strengthen the induction process for new staff into the kura.
The performance management system requires urgent review to ensure it is a manageable process that directly enhances the quality of teaching and leadership in the kura. The current system is intensive and contains a high number of professional and curriculum goals. Professional learning and development needs of kaiako have not been well identified. Appropriate professional development opportunities must be identified and clearly aligned to the needs of kaiako.
Before the review, the board of trustees and tumuaki completed the ERO Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
In order for the board of trustees to meet compliance requirements, they must:
ERO recommends the whānau and board of trustees work with Te Rūnanga Nui o Nga Kura Kaupapa Māori o Aotearoa to develop a plan to address the areas for development identified in this report.
The next ERO review of Te Kura Kaupapa Māori o Ngā Uri a Māui will be a Te Pupuketanga – Development Evaluation.
Gloria Takuira
Acting Toka ā-nuku
9 July 2019
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Location |
Gisborne |
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Ministry of Education profile number |
1672 |
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Kura type |
Composite (Year 1-15) |
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Kura roll |
149 |
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Gender composition |
Girls 73 Boys 76 |
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Ethnic composition |
Māori |
100% |
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Special features |
Te Aho Matua |
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Review team on site |
4 April 2019 |
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Date of this report |
9 July 2019 |
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Most recent ERO report(s) |
Te Aho Matua Review Te Aho Matua Review Te Aho Matua Review |
June 2015 April 2012 June 2008 |
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Ka whakapūmau te whānau o Te Kura Kaupapa Māori o Ngā Uri-a-Māui i ngā mātāpono matua o Te Aho Matua, mō te ako rumaki reo i roto i te ao Māori. Ka kitea te tūmāia, te manawa whakahī, me te piki ake hoki o te mōhiotanga o ngā ākonga ki ā rātou taonga tuku iho. He mātātoa ngā mahi a te kāwanatanga hou me te whakahaeretanga hou i te kura, ki te whakatutuki i ngā whakawhanaketanga katoa e tika ana ki te kura, hei āta whakatinana i ngā paetae ākonga, hei āta whakatutuki anō hoki i ngā matea me ngā wawata o tō rātou whānau, tō rātou hapū, me tō rātou iwi.
E tū ana Te Kura Kaupapa Māori o Ngā Uri-a-Māui ki Tūranga-nui-a-Kiwa. Ka ahu mai te kura i ngā whakaaro me ngā mātāpono o Te Aho Matua. Nō nā tata tonu nei i pā mai ai ki te whānau me te hapori te maha o ngā tūmomo wero. Kātahi anō tētahi poari hou me tētahi tumuaki hou ka whakatūngia. Kei te ahu whakamua te whānau o te kura me te mau nei ki ngā kaupapa matua, ki ngā whakawhanaketanga matua hoki mō ā rātou ākonga, ā, kua whakamōhau ake anō te hihiri, te aronga, me te tirohanga whakamua.
Ko Te Marautanga o Māui te ingoa o te marautanga o te kura, ā, ko Te Tuakiritanga te pūkete o ngā raukura, ā, he whakawhanaketanga hou ēnei e whakatinanahia ana. Ko te marautanga o te wharekura tētahi kaupapa matua.
‘Kia uhi ai ki te pupuri i te aka matua o te mātauranga
Kia tae atu ā tātou nei tamariki ki tōna Toi Huarewatanga
Kia tū pakari ai, kia tū rangatira ai ā tātou tamariki hei raukura mō tōna iwi’
Ka kitea te tūmāia, te manawa whakahī, me te mōhiotanga haere o ngā ākonga ki ō rātou ihomatua ki ngā mātua tūpuna.
Ko te waiora o ngā ākonga tētahi āhuatanga nui ki te whānau. Ka aro nui te whānau ki Te Ira Tangata. Ka poipoia te whakawhanaketanga ā-wairua o ngā ākonga nā ngā kaupapa o ia rā, pērā i ngā karakia tūturu, ngā mōteatea, ngā waiata, me te takinga o ngā whakapapa. Kei te mārama te whānau ki te whakahirahiratanga o te waiora o ngā ākonga hei tūāpapa tonu mō tā rātou ako. He manawa whakahī tō ngā ākonga ki te tū hei Māori, ā, he tino aronga toi whenuatanga tō rātou ki tō rātou kura.
He pai te māramatanga o ngā ākonga ki ngā uaratanga e pou here ana i tō rātou ahurea me tō rātou reo. Ka whakanui te whānau i te aronga nui ki te whakawhanake i te tino tuakiri, i te tino aronga toi whenuatanga hoki o ngā ākonga. Ka whakarato ngā kaiako i ngā whai wāhitanga ka whakapakari i te kiritau me te tū māia o ngā ākonga, tae atu hoki ki tō rātou mōhiotanga ki tō rātou tuakiri. He tau ngā ākonga ki te whānuitanga o ngā tūmomo taiao. He koi tō rātou mōhiotanga, tō rātou whakaute hoki ki a rātou anō, ki ō rātou whānau, ā, ki ētahi atu i te hapori.
He pakari ngā ākonga ki te kōrero i te reo Māori. He pārekareka ki a rātou te ako i te hōhonutanga o te reo, ngā kupu hou, ngā kīwaha, ngā whakatauāki, me te reo ōkawa. He mātau tā rātou whakamahi i te reo Māori ki te whakapuaki i ō rātou mōhiotanga mō ā rātou taonga tuku iho. He mātātoa te whai wāhi atu a ngā ākonga ki te whakahaumanu i te reo Māori.
He matatau ngā kaiako ki te kōrero i te reo Māori, ā, ka tino whakatauira rātou i te reo ki ngā ākonga. Ka whakarato rātou i ngā whai wāhitanga ako ōkawa, ōpaki hoki i whakamaheretia ai, i pupū ake ai rānei, hei whakawhānui i te reo o ngā ākonga. Ka whai pānga ngā hōtaka ako reo ki ngā matea whakawhanaketanga o ngā ākonga i a rātou e ahu whakamua ana i roto i te kura. Ko te taputapu aromatawai a te kura e kīia ana ko Te Tuakiritanga, ka whakarato i ētahi o ngā tirohanga mō te kokenga o te reo o ngā ākonga puta noa i te kura. Ka mau tonu ngā ākonga ki te whakakōrero i te reo Māori i roto i ngā akomanga.
He manawa whakahī tō ngā ākonga mō tō rātou tuakiri ā-whānau, ā-hapū, ā-iwi hoki. Ka whakaatuhia ngā whakapapa ā-iwi, ā, e taea ana e ngā ākonga te āta whakamārama i ngā whakapapa nei. He aronga tā ngā kaiako me te whānau ki te ako i te katoa o ngā hononga ā-iwi, ā-tangata tonu. He māia tā ngā ākonga kōrero mō tō rātou mana whenua, tae atu ki Mangamoteo me Te Whānau-a-Iwi. He pakari tā rātou whai wāhi atu ki te taha o tō rātou whānau, ki ngā huihuinga i te marae me te hapori. Kei te mōhio ngā ākonga ki ngā tūnga a ngā rangatira, ngā kaumātua, me te whānau ki te marae.
E ako ana ngā ākonga i ā rātou mahi hei kaitiaki o te taiao. Ka whai wāhi atu ki te whakatupu i ngā putiputi me ngā huawhenua. Ka whai wāhi atu rātou ki te whakamahere me te whakatinana i ngā rautaki e pā ana ki te manaaki i te taiao. Ka whakatairanga aua kaupapa i te aronga toi whenuatanga me te tākoha hoki a ngā ākonga. E mōhio ana ngā ākonga, he painga a rātou tākohatanga mō ō rātou whānau, ō rātou hapū, me tō rātou iwi.
He pārekareka ki ngā ākonga te ako i ō rātou hononga ki te whenua. Ka whakapūmau ngā kaiako i ngā mōhiotanga me ngā hītori tuku iho. I tuituia ai ngā kōrero e pā ana ki a Māui ki te hōtaka. Ko te ako i te ao Māori tētahi aronga matua. He whai wāhitanga anō hoki mō ngā ākonga ki te ako i te ao whānui. Ka ako rātou i ngā tūranga o ngā kuia me ngā koroua, me ā rātou kawenga mahi. Ka kitea te maioha o ngā ākonga ki te ao kikokiko, ki te ao māoriori, ā, ki te ao wairua hoki.
He hīkaka ngā ākonga ki te ako. Ka whai wāhi atu rātou ki ngā akoranga takirōpū, takitahi hoki. Ka whakarato ngā kaimahi i ngā hōtaka akoranga e whakaongaongatia ana. He pai ngā rauemi ki ngā akomanga. He ātaahua ngā wāhi ako, ā, kua āta whakahāngaitia hei wāhi ako. He rite tonu tā ngā kaiako whakamahi i te whānuitanga o ngā tūmomo rautaki whakaako, tae atu ki ngā kōrero urupare ki ngā ākonga. He maha ngā ngā rautaki e whakamahia ana ki te aromatawai, ki te mātakitaki me te pūrongo i ngā angitūtanga o ngā ākonga ki ngā mātua. Ka whakamahi te kura i te hanga o te Tuakiritanga (e hāngai ana ki Te Aho Matua) ki te aromatawai me te mātakitaki i te angitū me te kokenga o ia ākonga. E whakawhiwhia ana ki ngā mātua te wā ki te hui ki ngā kaiako kia nui ake ai te mōhiotanga mō ngā akoranga a ngā ākonga.
He mātātoa ngā ākonga ki te whai wāhi atu ki te whānuitanga o ngā tūmomo wheako akoranga ka hāpai i tō rātou whakawhanaketanga mā Te Aho Matua. Ka ngākau nui rātou ki te whakanui i tēnā e mōhiotia ana e rātou mō rātou anō, mō tō rātou tūrangawaewae hoki. Ka whakarato ngā kaiako i te whānuitanga o ngā tūmomo whai wāhitanga e whakawhānui ake ana i te mōhiotanga o ngā ākonga ki ā rātou taonga tuku iho, ki tō rātou reo, ā, ki tō rātou tūranga i te ao.
Kua mārō te noho o te marau, ā, he tika tāna tautoko me tāna whakatairanga i ngā akoranga me ngā angitūtanga o ngā ākonga. Kei te tino tautokona ngā kaiako i roto i ngā akoranga whakangungu, whakapakari hoki ki te whakamomona i ō rātou pūkenga me ngā mōhiotanga ki te ako i te toi, i te pāngarau me te pūtaiao. E koke ana i roto i te whakaūtanga o te hōtaka ako i te wharekura.
He māia, he mātau ngā ākonga hei tauira.
Kāore anō te kura kia titiro mārama atu ki ngā pae tawhiti mō te angitūtanga o ngā ākonga. Me kaha ki te tautoko i ngā ākonga tuakana o te wharekura kia puta ai ō rātou ihu i ngā taumata katoa o te NCEA tae atu ki te tohu kuhu ki ngā whare wānanga.
He taumaha ngā hononga ki waenga i ngā kaimahi me te whānau, ā, he āhuatanga tēnei hei tirohanga ake. He mea nui kia ngātahi ake te hononga mahi ki waenga i te poari, ngā kaimahi, me te whānau. Mā te whakapai ake i ngā whakawhitinga kōrero ki waenga i a rātou anō, ka pai ake anō hoki te tautoko me ngā painga mō ngā tamariki.
Ko te kāwanatanga hou me te ārahitanga hou o te kura e tīmata ana ki te whai hua ki te kura. Ka noho ngākau nui tahi ki te whakapiki ake i te whai wāhi a ngā ākonga me ā rātou whakatutukitanga. Kua whai wāhi ngā kaitiaki katoa ki ngā whakangungu a Te Whakarōpūtanga Kaitiaki Kura o Aotearoa me Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa.
Ka whakamahi te tumuaki i te aronga ngātahi ki te ārahitanga. E ākina ana ngā kaimahi ki te kawe i ētahi o ngā tino tūranga ārahi. Ko te pūtake o taua rautaki, ko te tino whakapakari ake i te āheinga ki te ārahi i roto i te kura. E arahina ana te rōpū whakahaere matua e te tumuaki, ki te hāpai me te ārahi i ngā kaiako e mau nei i ngā tiwhikete whaiaro. Ka whakarato te tumuaki i te whānuitanga o ngā tūmomo mōhiohio ki te poari e pā ana ki te whakahaeretanga o te kura. Kua whakaritea ētahi ohu, ā, kua āta tāutu ngā tūmomo mahi. Ka aroturuki rātou i ā rātou wāhanga, ā, ka pūrongo hoki ki te poari.
I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Whānau mā Te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
I te wā o te arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā paetae o ngā ākonga:
Kia toro atu te whānau o te kura kia tautokona rātou ki te whakakaha me te whakamārō i ngā taura here tangata puta noa i te kura.
Ka whakapūmau te whānau o Te Kura Kaupapa Māori o Ngā Uri-a-Māui i ngā mātāpono matua o Te Aho Matua, mō te ako rumaki reo i roto i te ao Māori. Ka kitea te tūmāia, te manawa whakahī, me te piki ake hoki o te mōhiotanga o ngā ākonga ki ā rātou taonga tuku iho. He mātātoa ngā mahi a te kāwanatanga hou me te whakahaeretanga hou i te kura, ki te whakatutuki i ngā whakawhanaketanga katoa e tika ana ki te kura, hei āta whakatinana i ngā paetae ākonga, hei āta whakatutuki anō hoki i ngā matea me ngā wawata o tō rātou whānau, tō rātou hapū, me tō rātou iwi.
Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Ngā Uri-a-Māui, i roto i ngā tau e toru – arā, ko Te Rākeitanga.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
30 Pipiri, 2015
|
Te tūwāhi |
Kei Tūranga-nui-a-Kiwa |
|
|
Te tau a te Tāhuhu o te Mātauranga |
1672 |
|
|
Te tūmomo kura |
He kura hiato (Tau 1 ki te 15) |
|
|
Te tokomaha o ngā ākonga o te kura |
160 |
|
|
Te ira tangata |
Kōtiro 80 Tama tāne 80 |
|
|
Ngā hononga ā-iwi |
Māori |
100% |
|
Ngā āhuatanga motuhake |
Te Aho Matua |
|
|
Te wā i te kura te rōpū arotake |
Haratua 2015 |
|
|
Te rā o tēnei pūrongo |
30 Pipiri 2015 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Te Aho Matua Arotake Mātauranga Te Aho Matua |
Paenga-whāwhā 2012 Pipiri 2008 |
The kura whānau of Te Kura Kaupapa Māori Ngā Uri a Maui, Te Aho Matua, uphold its key principles for total immersion learning through Te Ao Māori. Students show confidence, pride and increasing knowledge about their ancestral heritage. The new kura governance and management are actively working towards all necessary kura developments to give full effect to student learning achievement, and for the needs and aspirations of their whānau, hapū and iwi.
Te Kura Kaupapa Māori o Ngā Uri-a-Maui is in Gisborne. The kura is based on the Te Aho Matua philosophy and principles. The whānau and community have faced a significant number of challenges recently. There is a newly elected board of trustees in place, and a new principal. As the kura whānau move forward with key priorities and developments for their students, there is a strong sense of renewed energy, focus and a positive outlook.
The kura curriculum - Te Marautanga o Maui, the graduate profile, Te Tuakiritanga are recent developments being implemented. The wharekura curriculum is a high priority.
‘Kia uhi ai tātou ki te pupuri i te aka matua o te mātauranga Kia tae atua tātou nei tamariki ki tōna Toi Huarewatanga Kia tū pakari ai, kia tū rangatira ai ā tātou tamariki hei raukura mō tōna iwi’
Students show confidence, pride and increasing knowledge about their ancestral links.
Students’ wellbeing is important to whānau. Whānau place a strong emphasis on Te Ira Tangata. Students’ spiritual development is fostered through daily activities such as karakia tūturu, mōteatea, waiata and recitation of whakapapa. Whānau understand the importance of student wellbeing as a foundation for learning. Students are proud to be Māori and have a strong sense of belonging to their kura.
Students have a good understanding of the values that underpin their culture and language. The whānau recognise the importance of developing a strong sense of identity and belonging for students. Kaiako provide opportunities to strengthen students self esteem, confidence and knowledge of their identity. Students are comfortable in a range of diverse environments. They have a heightened awareness of and respect for themselves, their whānau and others in the community.
Students speak te reo Māori confidently. They enjoy learning the nuances of the language, kupu hou, kīwaha, whakatauāki and reo ōkawa. They competently use te reo Māori to share what they know about their ancestral heritage. Students are actively involved in revitalising te reo Māori.
Kaiako are fluent speakers of te reo Māori and model the language well for students. They provide formal, informal, planned and spontaneous learning opportunities to extend student’s language. Language learning programmes recognise the developmental needs of students as they progress through the kura. The kura assessment tool, Tuakiritanga, provides some insight into students language progress across the kura. Students maintain their use of te reo Māori in the classroom.
Students are proud of their whānau, hapū and iwi identity. Iwi whakapapa are displayed and students are able to interpret these well. Kaiako and whānau emphasise learning about all iwi and their connections. Students assert with confidence their mana whenua which include Mangamoteo and Te Whānau-a-Iwi. They participate with confidence beside their whānau at marae and community events. Students recognise the roles leaders, kaumātua and whānau on the marae.
Students are learning about their role as kaitiaki of the physical environment. They are involved in growing flowers and vegetables. They participate in planning and implementing strategies for caring for the environment. These activities promote students’ sense of belonging and contribution. Students are aware that their contributions benefit their whānau, hapū and iwi.
Students enjoy learning about their connections to the land. Kaiako reinforce traditional knowledge and histories. The stories of ‘Maui’ are woven into programmes. Learning about te ao Māori is given priority. Students also have opportunities to learn about the wider world. They learn about the roles and responsibilities of kuia and koroua. Students show an appreciation for the physical, natural and spiritual worlds.
Students are eager to learn. They participate in group and independent learning. Staff provide stimulating learning programmes. Classrooms are well resourced. The learning spaces are attractive and conducive to learning. Kaiako use a range of teaching strategies including regular feedback to students. A range of methods are used to assess, monitor and report student achievements to parents. The kura uses Te Tuakiritanga (which is aligned to Te Aho Matua) framework to assess and monitor individual achievement and progress. Whānau have opportunities to meet with kaiako to gain a greater understanding of their child’s learning.
Students are actively involved in a range of learning experiences to support their development through Te Aho Matua. They enjoy celebrating what they know about who they are and where they come from. Kaiako provide a wide range of opportunities that expands student knowledge about their heritage, language and place in the world.
The curriculum is well developed and effectively supports and promotes student learning and achievement. Teachers are well supported through professional learning and development to build their skills and capabilities in delivering toi, pāngarau and pūtaiao. Progress has been made to establish learning programmes in the wharekura.
Students are confident and capable learners.
The kura has not identified clear targets for student achievement. More needs to be done to support senior secondary students to achieve at each level of NCEA including university entrance.
There are tensions between kura personnel and whānau that require attention. A more cohesive working relationship across the board of trustees, staff and whānau is important. Improved communication with one another will result in better support and outcomes for the children.
Kura leadership is beginning to having a positive impact. There is a shared commitment to increasing student engagement and achievement. Board members have participated in training through the School Trustees Association, and Te Rūnanga o Ngā Kura Kaupapa Māori o Aotearoa(TRN).
The principal uses a shared leadership approach. Staff are encouraged to take on specific leadership roles. This strategy is working towards building greater leadership capability in the kura. The senior management team, guided by the principal are providing advice and guidance to provisionally registered teachers. The principal provides a range of information to the board about the management of the kura. Ohu regularly report to the board about their objectives in relation to the strategic plan.
Before the review, the board of trustees and principal completed the ERO Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
The kura whānau seek support to build strong, cohesive relationships throughout the kura.
The kura whānau of Te Kura Kaupapa Māori Ngā Uri a Maui, Te Aho Matua, uphold its key principles for total immersion learning through Te Ao Māori. Students show confidence, pride and increasing knowledge about their ancestral heritage. The new kura governance and management are actively working towards all necessary kura developments to give full effect to student learning achievement, and for the needs and aspirations of their whānau, hapū and iwi.
The next ERO review of Te Kura Kaupapa Māori o Ngā Uri-a-Māui will be in three years – Te Rākeitanga – Expansive Evaluation.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
30 June 2015
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Location |
Gisborne |
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|
Ministry of Education profile number |
1672 |
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Kura type |
Composite Year 1 - 15 |
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Kura roll |
160 |
|
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Gender composition |
Girls 80 Boys 80 |
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Ethnic composition |
Māori |
100% |
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Special features |
Te Aho Matua |
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|
Review team on site |
May 2015 |
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Date of this report |
30 June 2015 |
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Most recent ERO report(s) |
Te Aho Matua Review Te Aho Matua Review |
April 2012 June 2008 |