627 Kiwi Street , Camberley, Hastings
View on mapKua whakahaere Te Tari Arotake Mātauranga, mā te mahi tahi me Te Manatōpū ā-Iwi o Ngāti Kahungunu, i te whakamātautanga o tētahi aromātai whakatōpū pānga e whakamahi ana i ngā huarahi aromātai kaupapa Māori ki te taha o tētahi kohinga o ētahi kura ara reo Pākehā, me tētahi whare kōhungahunga.
Ko te whāinga matua o tēnei aromātai tōmua, kia mahi ngātahi a Ngāti Kahungunu me Te Tari Arotake Mātauranga ki te waihanga ngātahi i tētahi huarahi aromātai tūtahi e hāngai ana ki ngā wawata o te iwi mō ā rātou tamariki me ā rātou rangatahi.
I whiriwhirihia ngā kura me te whare kōhungahunga mō te aromātai tōmua nei e Ngāti Kahungunu, nā ō rātou whai hononga kē ki te iwi. I tapaina e Te Manatōpū ā-Iwi o Ngāti Kahungunu te ingoa “Tiro Maroro” ki te aromātai tōmua. Ko tā te ika maroro, he whakawhiti i ngā ao e rua, arā, i te rangi me te wai, heoi, he kōrero whakarite te ingoa nei mō te whakawhiti atu i te aronga aromātai kaupapa Māori ki ngā kura ara reo Pākehā, me te whare kōhungahunga.
I waihanga ngātahi Te Tari Arotake Mātauranga rātou ko Ngāti Kahungunu, ko ngā kura tōmua me ngā kaiārahi mātauranga kōhungahunga i Ngā Paearu o Tiro Maroro: Learner Outcomes for Success Indicators, nā ngā kaupapa matua i whakaraupapahia ai ki Te Tōpuni Tauwhāinga, arā, ki te rautaki mātauranga a Ngāti Kahungunu. Ko aua paearu kei te tūāpapa o te aromātai a Te Tari Arotake Mātauranga. Ki te hiahia taipitopito kōrero anō e pā ana ki te Tiro Maroro, tēnā koa, pāwhiritia Camberley School | Education Review Office (ero.govt.nz).
Ko Te Kura o Manuhiwi tētahi kura tuatahi ara reo Pākehā ki te rohe o Ngāti Kahungunu ki Heretaunga, ā, e poipoi ana i ngā ākonga o ngā tau 1 ki te 6. Nō te tau 2024 tētahi tumuaki hou i whakatūngia ai. Ko ngā kōrero ahurea o te kura tōna tūāpapa, ā, ka arotahi ki te whakarauora, ki te waiora, me te akiaki i te tūhonohono anō ki ngā whakapapa. Kia ū, kia ora, kia rere ki ngā taumata tiketike o Rangi, o Papa, o ngā atua e!
E ahu whakamua ana ngā kaiārahi me ngā kaiako o Te Kura o Manuhiwi ki te “Rangatiratanga – kia whakatinanahia e ngā ākonga me ngā whānau te mana motuhake me te rangatiratanga i roto i te mātauranga.”
E whakarato ana ki ngā ākonga ngā whai wāhitanga i ia te wā ki te āta whakawhanake i tō rātou mōhiotanga me tō rātou māramatanga ki Te Tiriti o Waitangi, hei kawau mārō o te tino rangatiratanga o Ngāti Kahungunu mō meāke nei.
E whai hua ana ngā kaiārahi me ngā kaiako o te kura ki te whakamahi i te reo Māori i roto i ngā nekehanga o ia rā ki te kura, ā, he tūāhuatanga e whakarato ana i te tangongitanga o ngā whai wāhitanga mō ngā ākonga ki te ako mā te ao Māori me te mātauranga Māori o Kahungunu.
Ka kitea ngā horopaki ā-hapori puta noa i ngā whakaritenga katoa i te kura me te marau, ā, he tūāhuatanga e hāpai ana i te whai mōhiotanga ake, i te whai māramatanga ake o te ākonga ki te mātauranga o Ngāti Kahungunu.
Kei te kaha tautoko ngā whakaritenga ā-kura i te tupu me te whakatinanatanga o ngā tamariki i ō rātou mōhiotanga e pā ana ki ngā tikanga me ngā kawa o Ngāti Kahungunu.
Kua whakatakotohia e ngā kaiārahi me ngā kaimahi o te kura ngā tūāhuatanga ka whakapiki ake i te whai wāhi mai a ngā ākonga me ngā whānau ki te ao o te kura me ngā whakataunga e pā ana ki tā rātou ako.
Ka whai wāhi mātātoa ngā tamariki, he ngākau titikaha hoki ō rātou hei ākonga, ā, e puāwai ana rātou ki te kura me te aronga nui o ngā kaimahi ki te whakakore i ngā tauārai katoa ka pā ki tā rātou ako, kia eke angitu ai rātou i roto i te mātauranga.
E whai hua ana te mahi ngātahi a ngā kaiārahi me ngā kaimahi o te kura ki te whakapakari i tō rātou āheinga ngaio; ki te whakawhanake i te marau; ki te hīraurau hopanga me te whakawhanake i ngā rongoā e arotahi ana ki te hāpai ake i te taetae mai o te ākonga ki te kura; i te whai wāhi mai a ngā whānau ki te ao o te kura, me ngā putanga e whai hua ana ki te katoa.
Kua whakatau ngātahi Te Tari Arotake Mātauranga, rātou ko Ngāti Kahungunu me te kura, ko ngā kaupapa matua hei tirohanga wawe, ko te:
I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te tumuaki o te kura he Tauāki Kupu Tūturu a te Poari me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i aua 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 aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki te haumaru me te waiora o ngā ākonga:
E taunaki ana Te Tari Arotake Mātauranga kia mahi tonu Te Kura o Manuhiwi ki te taha o Ngāti Kahungunu ki te whakatinana i te wawata o te iwi e meatia ana, “Rangatiratanga – kia whakatinanahia e ngā ākonga me ō rātou whānau te rangatiratanga i roto i tā rātou mātauranga”, me te whakatutuki i ngā whakaritenga matua i whakaraupapahia ai ki tēnei pūrongo kia whāia.
Rita Walker
Toka ā Nuku Whakakapi
Te Uepū-a-Motu – Māori Services
27 Whiringa ā-rangi, 2024
| Te tūwāhi | Kei Heretaunga |
| Te tau a te Tāhuhu o te Mātauranga | 2548 |
| Te tūmomo kura | He kura ara reo Pākehā (Tau 1-6) |
| Te tokomaha o ngā ākonga o te kura | 91 |
| Ngā hononga ā-iwi | Māori 82, Pasifika 5, Pākehā 4 |
| Te wā i te kura te rōpū arotake | Paenga-whāwhā 2024 |
| Te wā o tēnei pūrongo | 27 Whiringa-ā-rangi 2024 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Pūrongo ā-Iwi Whakahou Tōmua, Here-turi-kōkā 2023; Arotake Mātauranga, Here-turi-kōkā 2016; Arotake Mātauranga, Mahuru 2013 |
The Education Review Office (ERO) in partnership with Ngāti Kahungunu Iwi Inc (NKII) has worked on a pilot with a cluster of English medium schools and one early childhood on a collective impact evaluation using a kaupapa Māori evaluation methodology.
The primary objective of this pilot is for Ngāti Kahungunu and ERO to work together to co-design a bespoke evaluation approach that aligns with the aspirations of the iwi for their tamariki and rangatahi.
Schools and the early childhood centre involved in the pilot were selected by Ngāti Kahungunu due to their established relationship with the iwi. The pilot was gifted the name “Tiro Maroro” by NKII. The name refers to the observation of the flying fish across two mediums – the air and water, symbolizing the kaupapa Māori evaluation approach in English medium schools and the early childhood centre.
ERO, Ngāti Kahungunu, and the pilot schools and ECE leaders co-designed Ngā Paearu o Tiro Maroro: Learner Outcomes for Success Indicators based on the priorities outlined in the Ngāti Kahungunu Mātauranga Strategy. These indicators are the basis for ERO's evaluation. For more information about Tiro Maroro please click here Camberley School | Education Review Office (ero.govt.nz).
Camberley School is an English Medium Primary School that sits within Ngāti Kahungunu ki Heretaunga and caters for students Years 1 to 6. A new principal was appointed in 2024. The school’s cultural narratives are the foundation of the kura, with a focus on healing, well-being, and encouraging reconnection back to whakapapa. Kia ū, kia ora, kia rere ki ngā taumata tiketike o Rangi, o Papa o ngā atua e!
Camberley School - Te Kura o Manuhiwi leaders and teachers are working towards “Rangātiratanga - for ākonga and whānau to exercise authority and agency in education”.
Learners have regular opportunities to become grounded in their knowledge and understanding of Te Tiriti o Waitangi as future advocates of te tino rangātiratanga o Ngāti Kahungunu.
School leaders and kaiako effectively use te reo Māori in the everyday life of the kura providing learners with a range of opportunities for learning through te ao Māori, and mātauranga Māori o Kahungunu.
Local contexts are reflected throughout kura wide practices and the curriculum, supporting increased learner knowledge and understanding of te mātauranga o Ngāti Kahungunu.
Kura wide practices effectively support tamariki to grow and demonstrate knowledge of Ngāti Kahungunu tikanga and kawa.
School leaders and kaimahi have created the conditions for increased learner and whānau participation in kura life and decision making for their learning.
Tamariki are actively engaged and confident learners who thrive in a kura where staff are highly focused on removing all barriers to their learning to achieve educational success.
Kura leaders and kamahi effectively work together to build their professional capability; develop curriculum; problem solve and to develop solutions focused on improved learner attendance; whānau engagement with kura life and successful outcomes for all.
ERO, Ngāti Kahungunu and the school agrees that the immediate priorities are:
Before the review the board of trustees and principal of the school completed the ERO board assurance statement and Self Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
ERO recommend that Camberley School – Te Kura o Manuhiwi continues to work with Ngāti Kahungunu towards realising the iwi aspiration for “Rangātiratanga for ākonga and their whānau to exercise authority over their education” and action the key next steps outlined in this report.
Rita Walker
Toka-ā-Nuku – Acting Director
Te Uepū ā-Motu – Māori Review Services
27 November 2024
| Location | Hastings |
| Ministry of Education profile number | 2548 |
| Kura type | English Medium Contributing (Years 1-6) |
| Kura roll | 91 |
| Ethnic composition | Māori 82, Pacific 5, NZ European/Pākehā 4 |
| Review team on site | April 2024 |
| Date of this report | 27 November 2024 |
| Most recent ERO report(s) | Iwi Pilot Update report, August 2023; Education Review, August 2016, Education Review, September 2013 |
ERO has been in partnership with Ngati Kahungunu Iwi Inc since 2021, collaborating on a pilot project to support the iwi in realizing their Mātauranga strategy - priorities and goals. The primary objective of this pilot is for Ngati Kahungunu and ERO to work together to co-design a bespoke evaluation approach that aligns with the aspirations of the iwi for their tamariki and rangatahi. Schools and the early childhood centre involved in the pilot were selected by Ngati Kahungunu due to their established relationship with the iwi.
During the collaboration, ERO, Ngati Kahungunu, and the pilot schools and ECE leaders co-designed the Learner Outcomes for Success Indicators based on the priorities outlined in the Ngati Kahungunu Mātauranga Strategy. The focus of ERO's evaluation in the pilot schools and ECE service will be on these iwi priorities, which include:
Te Tiriti o Waitangi
Te Reo Māori
Te Mātauranga
Te Whanaungatanga
Te Rangatiratanga
Tipuria te Aroha.
The schools and early childhood centre participating in the pilot have been utilising various ERO tools to strengthen their internal evaluation capabilities. These tools include:
Co-designed Ngati Kahungunu Learner Outcomes for Success Indicators
Board Assurance Statement self-review tool for compliance
Poutama Reo – Te Reo Māori Quality Framework.
The pilot project has been given the name "Tiro Maroro," gifted by Ngati Kahungunu. The name refers to the observation of the flying fish across two mediums – the air and water, symbolizing the kaupapa Māori evaluation approach in English medium schools and the early childhood centre. Through this partnership, ERO facilitates and supports the engagement of Ngati Kahungunu in the education sector, which has further enabled the iwi to implement their education strategy in schools and an early childhood service. Tiro Maroro will continue into 2024, with an onsite review process in each of the institutions involved, including:
Hastings Girls High School
Te Aratika Academy
Irongate School
Kimi Ora School
Camberley School
Mayfair Kindergarten.
Camberley School is located in Hastings. It caters for students from Years 1 to 6. Of the 110 students attending the school, 93 identify as Māori and 14 as Pacific. An acting principal was appointed two weeks prior to this ERO review.
The vision and valued outcomes defined by the school for all children are reflected in the whakatauki 'together we learn and grow together'. This is underpinned by the shared values of respect for ourselves, others and property. Students' successes are celebrated.
The school’s achievement information shows that in 2015 many students achieved at or above in relation to the National Standards in reading, writing and mathematics. Schoolwide achievement in reading and mathematics has been sustained over the past three years. Targeted professional learning and development (PLD) has contributed to improved achievement in writing since 2013, in particular for Māori boys.
Some moderation of assessment judgements has occurred in writing within the school. However, the school cannot be assured that reported student achievement data is valid and reliable in literacy and mathematics. Assessment practices, including the use of assessment tools, moderation of assessment judgements and clear expectations for teachers about their judgements must be strengthened.
Since the September 2013 ERO evaluation the school has participated in extensive PLD to promote acceleration of student learning. This has contributed to a schoolwide focus supporting literacy learning, especially in writing.
In response to student achievement data leaders have changed their approach to better focus on individuals most at risk of achieving poor outcomes. As a result, systems and processes to identify, track and monitor these learners have been strengthened. Teachers are formally meeting to discuss the progress and achievement of students.
A focus by teachers on promoting students' regular attendance at school is having a positive impact on achievement for some students.
Teachers have strengthened relationships with early learning services to support students' transition to school. Increased opportunities for students to experience play-based learning have been developed in the junior school.
The school gathers and collates information about students' achievement and progress. Assessment data is analysed, to establish trends and patterns and to identify students who need support to reach equitable outcomes.
In 2015, the school identified a group of 38 Māori boys whose achievement in reading needed accelerating. Student progress was tracked, monitored and regularly reported to leaders and board members. Of these, one third made more than one year's progress and two thirds made expected progress. Teachers successfully adapted their practice to better target many of these learners.
Accelerating Māori students' and boys' achievement remain urgent school priorities. Goals are developed to help guide teaching and learning. A next step is to improve goal setting by being more focused on individual needs and next learning steps and strengthening the targeted actions to support these learners. This should include using student and whānau input.
Appropriate systems and processes for those students requiring additional assistance are in place. The school works collaboratively with external agencies to support student participation and engagement in learning.
Students have opportunities to participate in a wide range of learning experiences in and outside of the classroom. The Camberley value of 'respect' is the foundation for teaching and learning. Leaders acknowledge that a more in-depth review of the curriculum is needed to better support teaching and learning practices. This should include:
Parents, families, whānau and the community engage in school activities. Parents receive specific and detailed information about how to support their children's learning at home. Trustees, leaders and teachers should continue to seek ways to strengthen connections and relationships with parents and whānau to further develop learning-centred partnerships.
The board of trustees is student and community-focused. Trustees have improved confidence in their roles and responsibilities as a result of individual training and sharing their knowledge. They make decisions about resources based on students' needs, and support teacher development.
Teachers are reflective and work with each other to share effective strategies. Affirmation of practice is provided through appraisal feedback. A next step is to strengthen appraisal including the process for renewing teachers' Practising Certificates. This should support a more consistent schoolwide approach to effective teaching practices that accelerate student learning.
Teachers are in the early stages of inquiring into the effectiveness of their classroom practice. To sustain and improve school performance, trustees, leaders and teachers should further develop their understanding of inquiry and internal evaluation to measure the effectiveness of what they do to improve student outcomes.
Leaders and teachers:
Action: The board, principal and teachers should participate in an internal evaluation workshop. They should use this workshop, ERO exemplars of good practice and the School Evaluation Indicators to address the findings of this evaluation and develop a Raising Achievement Plan that includes a significant focus on building teacher capability to accelerate learning and achievement.
As part of this review ERO will continue to monitor the school’s Raising Achievement Plan and the progress the school makes. ERO is likely to carry out the next full review in three years.
Before the review the board of trustees and principal of the school completed the ERO board assurance statement and Self Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
To improve current practice, the board of trustees should ensure:
ERO recommends that the school should further develop; assessment practices, teaching as inquiry, the school's curriculum and internal evaluation, to ensure the progress of learners most at risk of underachievement is accelerated.
Joyce Gebbie
Deputy Chief Review Officer Central
24 August 2016
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Location |
Hastings |
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Ministry of Education profile number |
2548 |
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School type |
Contributing (Years 1 to 6) |
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School roll |
110 |
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Gender composition |
Male 56%, Female 44% |
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Ethnic composition |
Māori |
84% |
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Review team on site |
June 2016 |
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Date of this report |
24 August 2016 |
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Most recent ERO report(s) |
Education Review |
September 2013 |