TKKM o Te Matai

Education institution number:
2011
School type:
Full Primary
School gender:
Co-Educational
Definition:
Kura Kaupapa Maori
Total roll:
40
Telephone:
Address:

1327a Te Puke Highway, Waitangi, Te Puke

View on map

TKKM o Te Matai

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. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, mā ngā hapū, me ngā iwi.  

2 Te Horopaki  

E tū ana Te Kura Kaupapa Māori o Te Matai ki Te Puke. He tino hononga ā-whakapapa ō te whānau ki te iwi o Tapuika. Ka whakarato rātou i te mātauranga ki ngā tauira 42, mai i ngā tau 1 ki te 8. Tokotoru ngā kaiako i tēnei wā, he Tūranga Whakaako Whai-herenga tā tētahi, ā, he tumuaki whakaako hoki kua roa nei e mahi ana ki te kura. Ko te Tapuikatanga me te Ū Māiatanga (arā ngā uara o te kura) ngā mātāpono whakapū e ārahi ana i te kura.  

3 Te Aronga o te Aromātai 

He pēhea rawa te hāpai o ngā whakahaeretanga kura i te eke angitu o ngā tauira i roto i ā rātou akoranga, hei uri o Tapuika?  

Ko ngā pūnaha me ngā tukanga i whakatakotohia ai, e whakatairanga ana i eke angitu o ngā tauira i roto i ā rātou akoranga, hei uri o Tapuika.  

4 Ngā Whakaaturanga – Mana Whakahaere 

E ako ana ngā tauira ki tētahi taiao e whai pānga nui ana ki te Tapuikatanga. He tautōhito, he mātau hoki ngā kaitiaki o te poari, ā, e whanakehia ana ō rātou māramatanga ki ō rātou tūranga me ā rātou kawenga ki te kāwana. Kua whakakaupapa ngātahitia te tūtohinga o te kura, te mahere rautaki, te mahere ā-tau, me ngā pūrongo. Kua whakahāngaitia hoki aua tuhinga hei hāpai i ngā wawata o te whānau, te hapū, me te iwi. Kua tīmatahia e te poari te whakawhanaketanga o te angamahi e whakahaere ana i te āhua mahi a te tumuaki. E tautokona, e ākina ana hoki te taetae atu a te poari ki ngā whakangungu me ngā huihuinga a Te Whakarōpūtanga Kaitiaki Kura o Aotearoa. Ka whakaarotau te angitu a ngā tauira mā te pakari o ngā whakaritenga kāwana.  

E whai ngātahi ana te ārahitanga i te tirohanga me ngā wawata o te kura mō te whakaako me te ako. Kua roa nei ngā kaiārahi e mahi ana, ā, ka whakapūmautia e rātou te kura. I roto i te roanga o te wā, kua whakatutuki haere ngā kaiārahi i ia te wā, i ngā tino putanga ki te tino nuinga o ngā tauira, i roto i te pāngarau, te reo matatini, me te Tapuikatanga. Ka kitea ki ngā mahere, ki ngā whakaakoranga me ngā hōtaka akoranga, ko ngā tikanga, ko te reo Māori, ko te mātauranga hoki e hāngai pū ana ki a Tapuika. Ka whakamahere ngā kaiako mō ngā matea kanorau o ērā o ngā tauira hei āta hāpai ake. E whai wāhi atu ana ngā tauira ki ngā akoranga me ngā whakaakoranga e whakatairanga ana i tō rātou māramatanga ki tō rātou Tapuikatanga.  

Ngā Whakaritenga Matua ka whai ake   

Tērā ētahi wāhanga o ngā mahi kāwana, me ngā mahi ārahi hei tirohanga wawe. Ahakoa kua tīmatahia e te poari te whakawhanaketanga o te angamahi e whakahaere ana i te āhua mahi a te tumuaki, me hakune, me nahanaha anō hoki te aronga ki te ine i te whai huatanga o te āheinga ki te ārahi.  

Me nahanaha ake, me whakakaupapa ake hoki i te aronga e āta tautoko ai i te tupu ngaio o ngā kaiārahi me ngā kaiako. Me whakatinana i tētahi huringa taiāwhio tupu ngaio e tino pakari ana, hei tautuhi, hei tautoko hoki i te tupu ngaio o ngā kaiako. Ka whai hua ngā tauira i te wā e aro nui ana te ako ngaio me te whakawhanaketanga ngaio o ngā kaiako ki ō rātou matea.  

5 Te Whakatau ki ngā Wāhanga Tautukunga 

I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei: 

  • 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.  

  • te tae ā-tinana atu ki te kura 

  • ngā kaupapa here e pā ana ki te whakatutukitanga o ngā herenga o te Children’s Act 2014.  

I te wā o te arotakenga Mana Whakahaere nei, i whakatau Te Tari Arotake Mātauranga me ngā kaiārahi o te kura, e tika ana kia whakatutukihia ngā wāhanga kei raro iho nei, i te mea kāhore e tutuki ana e ai ki te ture:  

Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te: 

  • arotake i te tumuaki i ia tau mā ngā paerewa ngaio katoa e pā ana ki ngā tumuaki  

[Te Kahiti o Aotearoa me ngā Kirimina ā-tōpū mō te Whiwhi Mahi e whai pānga ana] 

  • arotake i ngā kaiako mā ngā paerewa ngaio katoa e pā ana ki ngā kaiako 
    [s599 Te Ture Mātauranga me te Whakangungu 2020; me ngā Kirimina ā-tōpū mō te Whiwhi Mahi e whai pānga ana ] 

6 Te Taunakitanga 

E taunaki ana Te Tari Arotake Mātauranga me te poari kaitiaki o Te Kura Kaupapa Māori o Te Matai, kia whakapā atu te kura ki te tautoko e hāpai ai i te whakatutukitanga o ngā take i tautuhia ai ki tēnei pūrongo.   

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

​​27 Whiringa ā-nuku, 2023​ 

7 Ngā kōrero e pā ana ki te Kōhanga Reo 

Te tūwāhi 

Kei Te Puke 

Te tau a te Tāhuhu o te Mātauranga  

2011 

Te tūmomo kura 

He kura tuatahi (Tau 1 – 8)  

Te tokomaha o ngā ākonga o te kura 

42 

Ngā hononga ā-iwi 

Māori 42 

Ngā āhuatanga motuhake 

He kura motuhake 

Te wā i te kura te rōpū arotake 

Hōngongoi 2023 

Te wā o tēnei pūrongo  

27 Whiringa-ā-nuku 2023 

Ngā pūrongo o mua a Te Tari Arotake Mātauranga   

Arotake Mātauranga, Hakihea 2018; Arotake Mātauranga, Haratua 2015; Arotake Mātauranga,  

Pipiri 2012 

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. ERO’s reports provide important information for whānau, hapū and iwi.  

2 Context  

Te Kura Kaupapa Māori o Te Matai is in Te Puke. Whānau have strong whakapapa connections to te iwi o Tapuika. They provide education for 42 tauira from Years 1 to 8. Currently there are three kaiako, one with a Limited Authority to Teach (LAT) and a long serving teaching tumuaki. Tapuikatanga and Ū Maiatanga (kura values) are the fundamental principles that guide the Kura.  

3 Evaluation Focus 

How well do kura operations support tauira to be successful in their learning as uri of Tapuika

The systems and processes in place promote tauira to be successful learners as uri of Tapuika. 

4 Findings - Mana Whakahaere 

Tauira learn in an environment conducive to Tapuikatanga. The board comprises a mix of experienced and knowledgeable trustees who are developing shared understandings of their governance roles and responsibilities. There is coherence between the kura charter, strategic and annual planning, and reporting. These are aligned to support whānau, hapū and iwi aspirations. The board are in the early stages of developing a performance management framework for the tumuaki. The board are supported and encouraged to attend New Zealand School Trustees Association(NZSTA) training and conferences. Tauira success is prioritised through sound governance practices.  

Leadership collaboratively pursues the kura vision and aspirations for teaching and learning. Long serving leaders provide stability for the kura. Overtime, leadership have consistently achieved good outcomes for almost all tauira in numeracy, literacy and Tapuikatanga. Planning, teaching, and learning programmes reflect tikanga, te reo Māori and mātauranga specific to Tapuika. Kaiako plan for those tauira who have diverse needs and require additional support. Tauira experience learning and teaching that enhances their understanding of their Tapuikatanga

Key Next Steps 

Some areas of governance and leadership require immediate attention. While the board are in the early stages of developing a performance management framework for the tumuaki, there needs to be a deliberate and planned approach to measure the effectiveness of leadership capability across the kura.  

A more strategic and coherent approach is needed to endure that leaders and teachers professional growth needs are supported. A rigorous professional growth cycle (PGC) needs to be implemented to identify and support the professional growth of teachers. Tauira benefit when kaiako professional learning and development are responsive to their needs.  

5 Assurance on Legal Requirement 

During the evaluation, ERO checked at the following areas: 

  • 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 

  • School policies in relation to meeting the requirements of the Children’s Act 2014. 

During this Mana Whakahaere review, ERO and kura leadership agreed that the following areas of non-compliance must be addressed:   

Actions for Compliance  

To meet compliance requirements, they must:   

  • annually assess the principal against all the professional standards for principals 
    [New Zealand Education Gazette: and relevant employment agreement] 

  • assess the performance of teachers against the professional standards. 
    [Section 599 Education and Training Act 2020; and relevant; Collective Employment Agreement]

6 Recommendation 

ERO and Te Kura Kaupapa Māori o Te Matai Board of Trustees recommends the kura accesses support to address the areas of concern in this report. 

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

27 October 2023 

7 Information about the Kōhanga Reo  

Location 

Te Puke 

Ministry of Education profile number 

​​2011​ 

Kura type 

Full Primary (Years 1-8) 

Kura roll 

42 

Ethnic composition 

Māori  42 

Special features 

Kura Motuhake 

Review team online 

July 2023 

Date of this report 

​​27 October 2023​ 

Most recent ERO reports 

Education Review, December 2018; Education Review, May 2015; Education Review, June 2012. 

Te Kura Kaupapa Māori o Te Matai - 10/12/2018

Ngā Whakaaturanga

E tū ana Te Kura Kaupapa Māori o Te Matai ki Te Puke, ā, e whakarato ana i te mātauranga reo rua ki ngā ākonga o ngā tau 1 ki te 8. Kei te māramahia, kei te whakanuia hoki e ngā ākonga ngā ūmaia o te kura ki te whānuitanga o ngā tūmomo horopaki me ā rātou taunekeneke ki ētahi atu. Ka kitea tō rātou manawa whakahī mō ō rātou hononga ā-iwi, ā, e whakatinana ana rātou i te manaakitanga i roto i ā rātou taunekeneke me ō rātou hononga.

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

1 Te Horopaki

E tū ana Te Kura Kaupapa Māori o Te Matai ki te hapori iti o Waitangi, e pā tata atu ana i Te Puke. E toru ngā akomanga reo rua mō ngā ākonga o ngā tau 1 ki te 8, nō ngā wawata o te whānau me te iwi kia whāngaihia ngā ākonga ki te mātauranga mā te reo Māori me te reo Pākehā. Mai i te arotake o mua, kua piki ake te tatauranga ākonga. He hononga ā-whakapapa ō ngā kaimahi me ngā ākonga ki a Tapuika me Waitaha. Ko te kaitiakitanga, te manaakitanga, te tū rangatira, te whakapono, me te whanaungatanga ngā ūmaia e ārahi ana i te kura.

2 Ngā Putanga ki ngā Ākonga

He pēhea rawa ngā ākonga e whakaatu i tō rātou māramatanga, tā rātou whakatinanatanga anō hoki o ngā ūmaia o te kura i roto i ā rātou akoranga?

Kei te mārama, kei te whakanui hoki ngā ākonga i ngā ūmaia o te kura, puta noa i te whānuitanga o ngā tūmomo horopaki me ā rātou taunekeneke ki ētahi atu.

Kaitiakitanga

E whanake ana ngā ākonga i ō rātou mōhiotanga me ō rātou māramatanga ki te kaitiakitanga. Ka whai wāhi atu rātou ki ngā mahi ki te tiaki me te whakarauora i te moana, te awa, me te whenua o te rohe nei. Ka whakanuia e te whānau ngā whai wāhitanga mō ngā ākonga ki te tūhura me te whai wāhi atu ki te taiao māoriori o tō rātou nei wāhi. E ākina ana te kawe atu a ngā ākonga i ngā mahi ki te manaaki i te taiao o te kura me āna taonga. Ka haere rātou ki ngā wāhi whakahirahira o Tapuika. Ko ngā kōrero e pā ana ki te whenua, e hāpai ana i te māramatanga o ngā ākonga ki te whai pūtaketanga o tō rātou tū hei kaitiaki. Kua whai wāhi atu te whānau ki ngā akoranga ngaio me ngā whakawhanaketanga ngaio, ā, kua waihanga hoki rātou i ngā tūāpapa ako ā-ipurangi hei hāpai i ngā ākonga ki te ako i tō rātou Tapuikatanga. He mātātoa te whai wāhi atu a te ākonga ki te atawhai me te tiaki i tō rātou taiao.

Manaakitanga

Ka whai wāhi atu ngā ākonga ki tētahi taiao ako e aro matua pū ana ki te tiaki o tētahi i tētahi. Ka whakaratohia e te whānau ngā whai wāhitanga mō ngā ākonga ki te manaaki i ngā tira ka taetae mai ki te kura me tō rātou marae. Ka āta whakamahere rātou kia whai wāhi atu ngā ākonga ki ngā āhuatanga whakariterite katoa o te whakatau manuhiri ki tō rātou kura. He whakaute ngā taunekeneke a ngā ākonga ki ngā manuhiri. Ka whai wāhi atu te tumuaki me ngā kaiako ki te whakaiti ake i ngā tūmomo pēhitanga ako pea, mā te āta whakarite i te noho wātea mai o te whānuitanga o ngā tūmomo rauemi whai hua ki ngā ākonga. He maha ngā huarahi ka whāia e ngā ākonga tuākana hei hāpai i ō rātou tēina, tae atu hoki ki ētahi wā tonu o te hōtaka akoranga, ki ngā wā tākaro o ngā tēina, ā, i roto hoki i ngā taumahi hākinakina i whakaritea ai. Ka kitea te manaakitanga o ngā ākonga ki waenga i a rātou anō.

Tū rangatira

Ka ngana ngā ākonga ki te eke angitu – ā-mātauranga, ā-ahurea, ā-hākinakina hoki. Tāutu ai rātou i ia te wā, ā rātou ake whāinga me ngā mahere i āta whakaraupapahia ai, ā, e taea ai anō hoki te whakatutuki. E hāpaitia ana ngā ākonga katoa ki te whakatutuki i ā rātou ake whāinga ako. He mātātoa te hāpai a te whānau i ngā kaupapa o waho atu i te kura, huri noa i te hapori me te motu whānui. Ka āta whakatakoto rātou i ngā tino whai wāhitanga ki te ārahi, kia āhei ai ngā ākonga ki te ārahi i ngā karakia, te whakahaere i ngā tīma hākinakina, me te taka kai mā ētahi atu. E kawe ana ngā kaiārahi ākonga i te whānuitanga o ngā tūmomo kaupapa i te kura. He tino tauira rātou i te kura me te hapori whānui. E āta poipoia ana ngā ākonga e mau ana i ngā matea ake. He mātātoa te toro atu a te whānau ki te tautoko e hāngai pū ana ki ngā matea i tāutuhia ai. He tino wairua whakataetae ō ngā ākonga i a rātou e tū takitahi ana, e tū ā-tīma ana rānei i roto i ngā tūmomo hākinakina maha. Ka tūmāia, ka whai wāhi nui hoki ngā ākonga ki te ako.

Whakapono

E whakawhanake ana ngā ākonga i tō rātou māramatanga ki te whakahirahiratanga o te whakapono. E whakawhanake ana rātou i ngā mōhiotanga ki ngā tikanga e noho pūmau ana ki ngā wāhi whakaharahara o te iwi. Kei te māramahia, ka kōrerohia hoki e rātou ngā ūmaia, me te orokohanga o aua tūāhuatanga i ngā wā o mua o te iwi. E noho pūmau ngātahi ana te whānau ki te whakamana i te ngākau pono me te tika. He māramatanga ngātahi tō rātou ki ngā tūmanako e wawatatia ana mō ā rātou tamariki. E noho tuwhera ana te kura, he āhuru hoki. Ka whakaatu ngā ākonga i te whakaute me te ngākau pono ki te whānuitanga o ngā tūmomo horopaki.

Whanaungatanga

E whai wāhi atu ana ngā ākonga ki te mātauranga e tōiriiri ana i tō rātou tuakiri me tō rātou tūrangawaewae. He tino hononga tō te whānau, ngā ākonga, me ngā kaimahi ki a Tapuika me Waitaha. Ka tuitui te whānau i ngā mātauranga me ngā hītori o te hapori ki ngā āhuatanga katoa o ngā akoranga a ngā ākonga. Nā tēnei tūāhuatanga, ka whakahono pū rātou i ngā mātauranga ki a rātou anō hei uri o Tapuika. He pakari te whai wāhi atu a ngā ākonga ki ngā kaupapa e whakatairanga ake ana i ō rātou hononga ki ngā marae o te takiwā nei, ki ō rātou whānau, ā, ki a rātou anō hoki. E rumakina ana rātou ki tētahi taiao e whakatairanga ana i te whanaungatanga. Ka kitea ki ngā ākonga ō rātou manawa whakahī mō tō rātou tū hei uri o Tapuika.

3 Te Ārahitanga me te Arotake Whaiaro

Ko te pakari o te ārahitanga pai e whai wāhi atu ana ki te angitu o ngā ākonga ki te kura. Ka whakatairangatia te ārahitanga ki te whakaute me te aronga nui o roto i ngā hononga. He nui te whakawhirinaki atu o te whānau ki te tumuaki me ngā kaimahi. Ka aro atu ki te whakapai ake i ia te wā, puta noa i ngā mahi whakahaere me ngā mahi kāwana i te kura. He hou te nuinga o ngā kaitiaki o te poari ki ō rātou tūranga mahi, ā, kei te whakapakari haere rātou i ō rātou māramatanga ki ō rātou tūranga me ā rātou kawenga. Ka whakaraupapahia te haumaru me te waiora o ngā ākonga hei āhuatanga matua.

E arotahi ana te poari ki te whakatutuki i ngā tino putanga mō ngā ākonga katoa. E noho pūmau ana te poari ki te whakapai ake i tō rātou māramatanga me ō rātou āheinga ki te pūrongo i ngā putanga ā-mātauranga, ā-ahurea hoki a ngā ākonga. Kua tāutuhia e te poari, e tika ana kia whai pānga anō hoki ngā whakaritenga aromatawai ki te whakawhanaketanga o te katoa o ia ākonga.

Ka rongo ngā ākonga i te angitu i roto i ā rātou akoranga. Puta noa i ngā reanga tau katoa, kei te eke te nuinga o ngā ākonga ki te taumata ahu whakamua e tika ana mō rātou – ki tua atu rānei o aua taumata – i roto i te pānui, te tuhituhi, te kōrero, me te pāngarau. He rōpū iti o ngā ākonga hei hāpai ake, ā, kei te tino poipoia rātou. Kua tīmata ngā whakawhitinga kōrero a te whānau mō ngā mahi hei kōkiri ake i ngā paetae ākonga, me te whakawhānui atu i ngā hinengaro o ngā ākonga e tino eke angitu ana. Ka rongo ngā ākonga i ngā hua o te whakatutukitanga me te angitu.

Ngā wāhanga i tāutuhia ai hei whakawhanake ake

He kaupapa matua tā te poari ki te whakapiki ake i te whai wāhi mai o te whānau ki ngā mahi kāwana me ngā whakahaeretanga o ia rā ki te kura. Ko tētahi wero ki a rātou, ko te toro atu me te whakapūmau i te noho mai o tētahi matua hei māngai i runga i te poari. Whai wāhi atu ai tētahi tino rōpū o ngā mātua me ngā mema o te whānau ki ngā whakahaeretanga o te kura i ia rā. Kua whakapuakihia e te poari ngā whakawhitinga kōrero mō ngā huarahi ka whāia kia whai wāhi ake ai te whānau ki ngā whakataunga ki te taumata o ngā mahi kāwana.

Ahakoa ka whakaaro huritao, ka whakawhiti kōrero anō hoki te poari me ngā kaimahi i ia te wā mō ngā āhuatanga katoa o te kura, kāhore aua whakawhitinga whakaaro e āta tuhia ana hei whakatairanga ake i ā rātou whakaritenga arotake whaiaro. E whanake ana ngā tukanga ka whakatakoto ā-tuhi nei i ngā mōhiohio arotake whaiaro i ia te wā ki te kura. Me whai kiko ake te arotake auau, te tātaritanga o ngā rerekētanga, me ngā meneti a te poari me ngā hui kaimahi. E mōhio ana te poari, ka hāpai ake tēnei mahi i tō rātou hiahia ki te kōkiri me te whakawhānui ake i ngā putanga ako me ngā akoranga. E mōhio ana te whānau, ko te pakari o ngā whakaritenga aromātai ka hāpai i te aronga ki te kōkiri tonu i ngā whakapaitanga.

4 Te Whakatau a te Whānau 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 Whānau mā Te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

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

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

  • te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
  • te haumaru ā-tinana o ngā ākonga
  • te rēhitatanga o ngā kaiako
  • 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.

5 Ngā Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia tahuri te poari, te tumuaki, me te whānau ki te:

  • mahi ngātahi ki te whakapakari ake i te whai wāhi mai o te whānau ki te kura
  • tāutu me te whakatinana i ngā rautaki ka whakatairanga ake i ngā whakaritenga e pā ana ki te arotake whaiaro.

Te Whakarāpopototanga

E tū ana Te Kura Kaupapa Māori o Te Matai ki Te Puke, ā, e whakarato ana i te mātauranga reo rua ki ngā ākonga o ngā tau 1 ki te 8. Kei te māramahia, kei te whakanuia hoki e ngā ākonga ngā ūmaia o te kura ki te whānuitanga o ngā tūmomo horopaki me ā rātou taunekeneke ki ētahi atu. Ka kitea tō rātou manawa whakahī mō ō rātou hononga ā-iwi, ā, e whakatinana ana rātou i te manaakitanga i roto i ā rātou taunekeneke me ō rātou hononga.

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

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

Charles Rolleston Toka ā-nuku

10 Hakihea, 2018

Ngā Kōrero e pā ana ki te kura

Te tūwāhi

Kei Te Puke

Te tau a te Tāhuhu o te Mātauranga

2011

Te tūmomo kura

He kura tuatahi (Tau 1-8)

Te tokomaha o ngā ākonga o te kura

59

Te ira tangata

Kōtiro 29

Tama 30

Ngā hononga ā-iwi

Māori

59

Ngā āhuatanga motuhake

Taumata 1 Rumaki Reo Māori

Te wā i te kura te rōpū arotake

15 Whiringa-ā-nuku 2018

Te rā o tēnei pūrongo

10 Hakihea, 2018

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Tāpiri Te Aho Matua

Haratua 2015

Pipiri 2012

Here-turi-kōkā 2010

Findings

Te Kura Kaupapa Māori o Te Matai is located in Te Puke and provides bilingual education for students in Years 1 to 8. Students understand and acknowledge the values of the kura in a range of contexts and in their interactions with others. They display pride in their tribal connections and demonstrate manaakitanga in their interactions and relationships.

The next ERO review of Te Kura Kaupapa Māori o Te Matai will be in three years. 

1 Context

Te Kura Kaupapa Māori o Te Matai is in the small community of Waitangi, a short distance from Te Puke. There are three bilingual classrooms for students from Years 1 to 8 in line with the aspirations of the whānau and iwi to educate students in both te reo Māori and English. The roll has increased since the previous review. Staff and students have whakapapa links to Tapuika and Waitaha. The guiding values (or ūmaia) of the kura are kaitiakitanga, manaakitanga, tū rangatira, whakapono and whanaungatanga.

2 Student Outcomes

How well do students understand and demonstrate the guiding values of the kura in their learning?

Students understand and acknowledge the guiding values of the kura across a range of contexts and in their interactions with others.

Kaitiakitanga

Students are developing their knowledge and understanding of kaitiakitanga. They participate in the preservation and restoration of the sea, river and land in the local area. Whānau value opportunities for students to explore and interact with the natural surroundings and local environment. Students are encouraged to take responsibility for the care of the kura environment and resources. They visit places of significance to Tapuika. Stories about the land provide students with insights about why their role as kaitiaki is important. Whānau have engaged in professional learning and development and created online learning platforms to support students about their Tapuikatanga. Students actively look after and protect their environment.

Manaakitanga

Students participate in a learning environment where looking after each other is essential. Whānau provide opportunities for students to host visiting groups at the kura and on their marae. They purposefully plan for students to be involved in all aspects of preparation to welcome guests into their kura. Students interact respectfully with manuhiri. The tumuaki and kaiako assist to reduce potential barriers to learning by ensuring students have access to a range of useful resources. Older students support their tēina in a variety of ways, including at specific times of the learning programme, when tēina are playing, and during organised sporting activities. Students show care for others.

Tū rangatira

Students strive for academic, cultural and sporting success. They regularly identify personal goals with plans that are measurable and achievable. All students are supported to achieve their personal learning goals. Whānau actively support extra-curricular activities in the local community and nationally. They create deliberate leadership opportunities for students to lead karakia, coach sport teams and prepare meals for others. Student leaders or kaiārahi take responsibility for a wide range of activities in the kura. They are strong positive role models within the kura and wider community. Students with additional needs are well catered for. Whānau actively seek support that is specific to identified needs. Students are highly competitive in several sporting codes as individuals and as teams. Students are confident and engaged learners.

Whakapono

Students are developing their understanding of the importance of whakapono. They are developing knowledge about tikanga that are specific to places of significance to the iwi. They understand and can talk about the ūmaia and the origin of those within their tribal history. Whānau have a collective commitment to maintaining an environment that upholds honesty and truth. They have a shared understanding of their expectations for their children. The culture within the kura is open and warm. Students show respect and integrity in a range of contexts.

Whanaungatanga

Students participate in education that resonates with who they are and where they are from. Whānau, students and kaimahi have strong links to Tapuika and Waitaha. The whānau integrate local knowledge and history throughout students’ learning. This enables them to make direct links between this knowledge and themselves as descendants of Tapuika. Students confidently participate in events to enhance their links to the marae of the area, their whānau and each other. They are immersed in an environment that promotes whanaungatanga. Students display pride in their identity as Tapuika.

3 Leadership and Self Review

Strong positive leadership contributes to student success in the kura. Leadership is enhanced by respectful and responsive relationships. The whānau have a high level of trust in the tumuaki and the staff. There is an improvement focus across management and governance operations in the kura. Most trustees are new to their roles and are building their understanding of their roles and responsibilities. Student safety and wellbeing is prioritised.

The board of trustees is focussed on achieving positive outcomes for all students. The board of trustees is committed to improving their understanding and capability to report on academic and cultural outcomes for students. The board of trustees has identified the need for assessment practices to consider the holistic development of their students.

Students experience success in their learning. Across all year levels, most students are achieving at or above their expected levels of progression in pānui, tuhituhi, kōrero and pāngarau. A small group of students require additional support and are well catered for. The whānau have begun discussions on accelerating student achievement and extending students who are high achievers. Students feel a sense of achievement and success.

Identified areas for development

The board of trustees have a shared priority to increase whānau involvement in the governance and daily operations of the kura. It has been challenging to attract and maintain parent representation on the board of trustees. A core group of parents and whānau members regularly contribute to the day to day operations of the kura. The board of trustees has initiated discussions about how to engage more whānau in decision making at a governance level.

Although the board of trustees and staff consistently reflect on and discuss all aspects of the kura, these conversations are not well recorded to enhance their self review practices. Processes to consistently document self review information in the kura are developing. More detail is needed in regular review, analysis of variance, and board and staff hui minutes. The board of trustees recognise this will support their desire to accelerate and extend student outcomes and learning. The whānau acknowledge that strong evaluation practices support the focus on ongoing improvement.

4 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.

5 Recommendations

ERO recommends that the board of trustees, tumuaki and whānau:

  • work together to strengthen whānau involvement within the kura

  • identify and implement strategies to enhance self review practices.

Conclusion

Te Kura Kaupapa Māori o Te Matai is located in Te Puke and provides bilingual education for students in Years 1 to 8. Students understand and acknowledge the values of the kura in a range of contexts and in their interactions with others. They display pride in their tribal connections and demonstrate manaakitanga in their interactions and relationships.

When is ERO likely to review the kura again?

The next ERO review of Te Kura Kaupapa Māori o Te Matai will be in three years.

Charles Rolleston Toka ā-nuku

10 December 2018

Information about the Kura

Location

Te Puke

Ministry of Education profile number

2011

Kura type

Full Primary (Year 1-8)

Kura roll

59

Gender composition

Girls 29

Boys 30

Ethnic composition

Māori

100%

Special features

Level 1 Māori Immersion

Review team on site

15 October 2018

Date of this report

10 December 2018

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review Te Aho Matua

May 2015

June 2012

August 2010

Te Kura Kaupapa Māori o Te Matai - 04/05/2015

1 Te Horopaki

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

E tū ana Te Kura ā-Iwi o Tapuika ki te hapori iti o Waitangi, e pā tata atu ana ki Te Puke. He kura tuatahi tēnei mō ngā ākonga o ngā tau 1 ki te 8. Ka whakarato te kura i te hōtaka rumaki reo Māori me ngā akomanga reo rua, hei poipoi i te whānuitanga o ngā tūmomo matea reo o ngā ākonga.

He ratonga te kura mō tētahi hapori e mau nei i ngā wawata ā-ahurea, ā-mātauranga, ā-hākinakina hoki mō ā rātou tamariki. Nō te iwi o Tapuika te nuinga o te whānau me ngā ākonga, ā, ka tautoko rātou i tō rātou marae. E hāngai ana te marautanga o te kura ki ngā wawata ā-ahurea o te whānau mō ā rātou tamariki kia pakari ai rātou i roto i te reo me ngā tikanga Māori o Tapuika, me te mōhio anō hoki ki ā rātou tuku ihotanga.

Ka noho pūmau te poari, ngā kaiārahi o te kura, ngā kaiako me te whānau ki ngā whakatutukitanga me te eke angitu o ngā ākonga katoa, ā, ka kawe ngātahi rātou i tēnei āhuatanga. He nui ngā tūmanako o te whānau mō ā rātou tamariki kia eke angitu rātou mā te mātauranga rumaki reo Māori. He pai te mahi ngātahi a te poari, te tumuaki, ngā kaimahi, me te whānau kia tutukihia ai ā rātou kaupapa matua me ō rātou wawata mō ā rātou tamariki.

He māro te tūhonohono atu ki te hapori hei painga mō te aronga me te tupu o te kura.

2 Te Ako

He pēhea te kaha o te kura ki te whakamahi i ngā paetae ākonga kia whai hua ake anō ai te whai wāhi, te ahu whakamua, me te eke angitu o ngā ākonga?

Ka whai hua te whakamahinga a te kura i ngā paetae ākonga, ki te whakapakari ake i te whai wāhi, te ahu whakamua, me te eke angitu o ngā ākonga.

Kei te kura ngā pūnaha i āta whakawhanakehia ai, me ngā tūmanako mārama hoki mō te whakaemi, te tātari, me te pūrongo i ngā paetae ākonga. Ka whakamahia ngā National Standards hei aroturuki, hei pūrongo hoki i te ahu whakamua me ngā whakatutukitanga a ngā ākonga i roto i te pāngarau. Ka whakamahia Ngā Whanaketanga Rumaki Māori hei aroturuki i te reo matatini.

Ka whakamahi te kura i ngā paetae ākonga hei aroturuki, hei whakamahere hoki mō ngā matea akoranga o ā rātou ākonga, me te aronga nui ki te whakatairanga ake i ngā paetae. He pai te māramatanga o ngā kaiako, te tumuaki, me te poari ki ngā paetae a ngā ākonga, i runga anō i te hāngaitanga o aua paetae ki ngā ākonga ā-motu o ā rātou reanga. Ka whakamahi te poari me te rōpū whakahaere i aua mōhiohio ki te tāutu i ngā wāhanga hei whakapai ake. Ka whakaritea ngā mahere hei whakatutuki i ngā matea o ngā ākonga takitahi, takirōpū hoki. Ka whakatakotohia ngā taumata paetae mō ngā ākonga kei raro i te taumata e tika ana. Ko ngā ākonga e mau nei i ngā āheinga motuhake, me ngā matea ako hei āta whakapakari ake ka āta aroturukitia mō te ahu whakamua me ngā whakatutukitanga. Kua tāutuhia ngā taumata ā-tau me ngā taumata paetae rautaki hei whakatairanga, hei whakawhānui hoki i ngā taumata paetae o ngā ākonga katoa.

Ka whakaemihia, ka pūrongotia hoki ngā pūrongo o ia te wā ki te poari mō te ahunga whakamua me ngā putanga o ngā ākonga i runga i te whai pānga ki te marautanga o te kura me te pūkete e pā ana ki ngā ākonga ka puta. He pai te noho mōhio o te poari, te tumuaki, me ngā kaiako ki te whai huatanga o te marautanga ki te whakatairanga i te Tapuikatanga, me te hāpai i ngā akoranga, te whai wāhi, me ngā paetae hoki o ngā ākonga.

Ka whakapuakihia te nuinga o ngā wāhanga ako o te marautanga mā Te Marautanga o Aotearoa. Nā runga i tēnā, ko te nuinga o ngā mōhiohio e pā ana ki ngā paetae ākonga ā-kura e hāngai ana ki Ngā Whanaketanga Rumaki Māori. Mō te whānuitanga ake, he nui te ōrau o ngā ākonga puta noa i ngā tau 1 ki te 8 e eke ana ki ngā taumata ā-motu e tika ana, ki tua atu rānei, mō te pānui, te tuhituhi, te kōrero, me te taurangi (pāngarau).

Whakaritenga Whaimuri

Kua whakaratohia e te kura te whānuitanga o ngā tūmomo rauemi, hei rautaki ki te whakatairanga i ngā paetae ākonga. Ka whai hua mō te kura ki te whakamahi i te arotake whaiaro hei ine i te whānuitanga o ētahi tino hōtaka, te ako ngaio, te whakawhanaketanga ngaio, me ngā mahi whakaako ki te whakapakari ake i ngā akoranga me ngā paetae o ngā ākonga.

He pai te tūnga o te kura ki te whakamahi i ngā paetae ākonga ki te tāutu ake, me te whakamahere ake i ngā taumata e hāngai pū ake ana mō ētahi tino rōpū o ngā ākonga.

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 whai hua ana te whakamahinga a te kura i Te Marautanga o Aotearoa, te New Zealand Curriculum, me tā rātou marautanga ā-hapori hei whakatairanga, hei hāpai hoki i ngā akoranga a ngā ākonga. Ka whai hua te whakatinanatanga a ngā kaiako i te marautanga ā-kura, puta noa i ngā wāhanga ako matua katoa. Tāpiri atu ki tēnā, ko ngā uaratanga, te reo, te mita, ngā tikanga, ngā whakataukī me ngā hītori o Tapuika, ka tuituia ki te hōtaka akoranga o ia rā. E tino māramahia ana e te katoa te pūkete e pā ana ki te ākonga ka puta, ā, ka kitea tōna whai pānga nui ki te whakawhanaketanga o ngā huarahi ako o ia ākonga, me te waihanga ake o te ahurea ako, puta noa i te kura. Ka whai wāhi atu ngā ākonga, ā, ka whakaongaongatia hoki rātou nā te whānuitanga o ngā tūmomo hōtaka akoranga e whai kiko ana, e whai pūtake ana hoki ki te kura. Arotakengia ai, pūrongotia ai hoki i ia te wā te whakatinanatanga o te marautanga, hei tirohanga mā te poari.

E whakawhanake ana ngā ākonga i ngā tino pūmanawa e pā ana ki te ārahitanga. He nui ngā tūmanako ka whakatakotohia e te whānau, ngā kaimahi, me te poari, hei whakatutukitanga mā ngā ākonga. Ka tū tētahi rōpū o ngā ākonga hei kaitiaki, ā, he pakari tō rātou whakapuaki whakaaro mō tā rātou ārahitanga. Ka manaaki rātou i ētahi atu ākonga, ka aroturuki i te whanonga ki te papa tākaro, ā, he tauira rātou mō ō rātou hoa. He tuākana rātou mō ngā tēina. He manawa whakahī tō rātou mō tō rātou kura, ā, ka noho mārama hoki rātou ki te whakahirahiratanga o te mana whenua, te whanaungatanga, te reo Māori, me te manaaki o tētahi i tētahi. He rautaki tuku iho anō hoki mō ngā tūranga ārahi o ngā ākonga. He whakaute, he rarata hoki ngā ākonga, ā, ka whakatauira anō hoki rātou i te whanonga pai.

He mātātoa te tautoko o te whānau i te kura me te hōtaka akoranga o ngā ākonga. Ka whai wāhi atu rātou ki ngā kaupapa hākinakina, ngā haerenga, te kohi pūtea, me ngā kaupapa i te kura. Ko tā rātou whai wāhi atu ka whai pānga nui ki te eke angitu o ngā ākonga.

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 tino pai te tūnga o te kura ki te rōnaki me te whakapakari tonu i āna mahi.

He pai te kāwanatanga a te poari i te kura. E arotahi ana ngā kaitiaki poari ki te whakatairanga i ngā paetae ākonga me ngā putanga mō ngā ākonga katoa. He pai te noho mōhio o te poari mā te matawhānui o ngā pūrongo me te arotake whaiaro i āta whakawhanakehia ai. Ka ū tonu te aronga o ngā kaitiaki poari ki ngā taumata e pā ana ki ngā paetae ākonga me ngā kaupapa matua i te tūtohinga. Ka aro nui rātou ki ngā pūrongo e pā ana ki ngā matea me ngā kaupapa matua o ngā ākonga. Kei ngā kaitiaki te whānuitanga o ngā pūkenga mātanga e hāpai ana i te whai huatanga o ā rātou mahi whakahaere. Ka kapo atu rātou i ngā whai wāhitanga ki te ako ngaio me te whakawhanake ngaio, me ngā tohutohu, ngā whakamāramatanga hoki ka whakaratohia e Te Whakarōpūtanga Kaitiaki o Aotearoa. He pai tā rātou whakahaere i ngā pūtea, me te whakarato mō ngā matea o ngā kaimahi me ngā ākonga, ā, he tika hoki tā rātou noho mōhio hoki ki ngā rauemi matihiko o te wā.

He pakari te ārahitanga, ā, ka whai hua hoki. E tino tautokona ana te tumuaki me ngā kaiārahi matua e te poari. Kua whakaatuhia e ngā kaiārahi o te kura i tō rātou āheinga ki te whakapūmau i te pai o te ārahitanga, i roto i te roanga o ngā tau. I ngā wā katoa, ka aro atu ngā kaiārahi o te kura ki ngā mōhiohio o te arotake whaiaro, ā, ka hāngai pū tēnei ki ngā paetae ākonga me te eke angitu o ngā ākonga katoa.

Ka whakanuia e te whānau te whakapau kaha o te tumuaki me ngā kaimahi i roto i ā rātou mahi.

Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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

  • ngā 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 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 e pā ana ki te whakatū kaimahi
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura.

Te Whakarāpopototanga

E tū ana Te Kura ā-Iwi o Tapuika ki Te Matai, ki Te Puke. Ka whai hua te mahi ngātahi a te poari, te whānau, me ngā kaimahi ki te whakarato i ngā akoranga, ngā whakaakoranga, me ngā tino uaratanga e tika ana mō ā rātou ākonga. Ko tētahi āhuatanga motuhake o tēnei kura, ko te hira o ō rātou tūmanako mō ā rātou ākonga katoa. He nui te ōrau o ngā ākonga e eke ana ki te taumata e tika ana – ki tua atu rānei – i roto i te pānui, te tuhituhi, te kōrero, me te taurangi (pāngarau). He harikoa ngā ākonga, ā, he pārekareka ki a rātou te noho ki te kura.

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

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

1 Context

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

Te Kura ā Iwi o Tapuika is in the small Waitangi community, a short distance from Te Puke. It is a full primary school for years 1 to 8 students. The kura offers an immersion Māori programme and bilingual classes to cater for the varying language needs of students.

The kura serves a community that have cultural, academic and sporting aspirations for their children. Most whānau and students affiliate to their iwi, Tapuika. They actively support their local marae. The kura curriculum reflects the cultural aspirations of whānau for their children to be confident in te reo me ngā tīkanga o Tapuika, and know their ancestral heritage.

The board, kura leaders, teachers and whānau are committed to and share responsibility for the achievement and success of all students. Whānau have high expectations for their children to succeed through immersion education. The board, principal, staff and whānau work well together to achieve their priorities and aspirations for their students.

Strong community partnerships are formed that benefit the direction and growth of the kura.

2 Learning

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

The kura effectively uses achievement information to make positive changes to learners' engagement, progress and achievement.

The kura has in place well developed systems and clear expectations for the collation, analysis and reporting of student achievement. National Standards are used to monitor and report about student progress and achievement for Mathematics. Ngā Whanaketanga Rumaki Māori are used for monitoring literacy in te reo Māori.

The kura uses achievement information to monitor and plan for the learning needs of their students with a strong focus on raising achievement. Teachers, the principal and the board have a good understanding of students’ achievement in relation to their peers nationally. The board and management use the information to identify areas of need. Plans are put in place to respond to the needs of individuals and groups. Achievement targets are set for students identified as under achieving. Students with special abilities or those with higher learning needs are closely monitored for progress and achievement. Annual and strategic achievement targets have been identified to raise and extend all students achievement levels.

Regular reports are collated and reported to the board about student progress and outcomes in relation to the kura curriculum and the graduate profile. The board, principal and teachers are well informed about how well the curriculum promotes Tapuikatanga and supports student learning, engagement and achievement.

Most curriculum learning areas are delivered through Te Marautanga o Aotearoa (TMoA). Therefore, most kura wide achievement information is based on Ngā Whanaketanga Rumaki Māori. Overall, a high percentage of students across Years 1 to 8 are achieving at or above their expected national levels for pānui, tuhituhi, kōrero and taurangi (pāngarau).

Next steps

The kura has dedicated a range of resources in response to raising student achievement. It would be valuable for the kura to use self review to measure the extent to which specific programmes, professional learning and development, teaching practice are making a positive difference to student learning and achievement.

The kura is well position to use student achievement information to further identify and plan more specific targets for particular cohorts of students.

3 Curriculum

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

The kura effectively uses TMoA, the New Zealand Curriculum (NZC) and their local curriculum to promote and support student learning. The kura curriculum is implemented by teachers successfully across all of the essential learning areas. In addition, Tapuika values, language and dialect, tikanga, whakatauki and history are incorporated into daily learning programmes. The graduate profile is well understood by all and is recognised as integral to developing learning pathways for individual students and creating a learning culture throughout the kura. Students are engaged and stimulated by the wide range of meaningful and purposeful programmes of learning at the kura. The implementation of the curriculum is regularly reviewed and reported to the board.

Students are developing strong characteristics of leadership. The whānau, staff and board set high expectations for students to succeed. A group of students who are kaitiaki (leaders) spoke confidently about their leadership roles. They care for other students, monitor behaviour in the playground and are role models for their peers. They are tuakana for the teina. They are proud of their kura and understand the importance of mana whenua, whanaungatanga, te reo Māori and taking care of each other. Succession planning for student leadership roles is in place. Students are respectful, friendly and model positive behaviours.

Whānau actively support the kura and the learning programme for students. They contribute to sport, trips, fundraising and kura events. Their involvement positively impacts on students’ success.

4 Sustainable Performance

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

The kura is very well placed to sustain and improve its performance.

The kura is effectively governed by the board. Trustees are focused on raising student achievement and outcomes for all students. The board is kept well informed through comprehensive reports and well developed self review. Trustees maintain their focus on student achievement targets and charter priorities. They are highly responsive to reports about the needs and priorities for students. Trustees have a range of experiences skills that support them to operate effectively. They take advantage of professional learning and development, advice and guidance from New Zealand School Trustees Association (NZSTA). They manage finance well and resource staff and student needs, keeping up to date with digital resources where possible.

Leadership is strong and effective. The principal and senior leaders are well supported by the board. Kura leaders have demonstrated their capacity to sustain effective leadership over the years. Kura leaders constantly respond to self review information which is centred on the achievement and success of all students.

The whānau acknowledge the commitment of the principal and staff to their work.

Whānau assurance on legal requirements

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

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

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

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

Conclusion

Te Kura ā-iwi o Tapuika is located at Te Matai, Te Puke. The board, whānau and staff work effectively together to provide the necessary learning, teaching, and important values for their students. A feature of this kura, is that they have high expectations for all their students. A high percentage of students are achieving at or above their expected levels for pānui, tuhituhi, kōrero and taurangi (pāngarau). Students are happy and enjoy being at the kura.

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

About the Kura

Location

Te Puke

Ministry of Education profile number

2011

School type

Kura Years 1 to 8

School roll

49

Number of international students

NA

Gender composition

Boys 27

Girls 22

Ethnic composition

Māori 47

100%

Special features

Level 1 Māori immersion

Level 2 Bilingual provision

Review team on site

March 2015

Date of this report

4 May 2015

Most recent ERO report(s)

Education Review

Supplementary Review, Te Aho Matua

Supplementary Review, Te Aho Matua

August 2012

August 2010

November 2009