1 Boston Crescent , Flaxmere, 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 Te Kura o Kimi Ora | Education Review Office (ero.govt.nz)
Ko Te Kura o Kimi Ora tētahi kura ara reo Pākehā ki te rohe o Heretaunga, ā, he Māori, he Pasifika te nuinga o ngā tamariki. E poipoi ana te kura i ngā ākonga o ngā tau 1 ki te 8. Ko te whakawhiti mai o te waka o Tākitimu i Hāmoa ki Aotearoa te hononga e whakakotahi nei i te hapori whānui o te kura. Ko te aronga matua i te kura, kia whakamana te mātauranga o Ngāti Kahungunu i te hapahapai me te whakapakari atu a ngā tamariki i te whakarauoratanga me te whakapūmautanga o te Kahungunutanga.
E ahu whakamua ana ngā kaiārahi me ngā kaiako o Te Kura o Kimi Ora ki te "Rangatiratanga – kia whakatinanahia e ngā ākonga me ngā whānau te mana motuhake me te rangatiratanga i roto i tā rātou mātauranga”.
E whakarato ana ki ngā ākonga te tangongitanga o ngā whai wāhitanga 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 kaha haere ana te tautoko o ngā hōtaka me ngā whakaritenga o te kura i te mātau haere o ngā tamariki ki te whakaaro, te kōrero, me te tuhituhi mā te reo Māori.
Ka kitea ki ngā tamariki tō rātou tākare ki te ako mā roto mai i tētahi taiao e poipoi ana, e whakatairanga ana, e whakanui ana hoki i ngā uara, ngā whakapono, me ngā ariā o Ngāti Kahungunu, ā, e whanake ana i te tino aronga toi whenuatanga.
Kei te whakakaha ngā kaiārahi me ngā kaimahi i ō rātou pūkenga ki te whakapuaki i tētahi marau e hāpai ana i te noho mōhio o ngā tamariki katoa ki ō rātou tūranga me ā rātou kawenga mahi i te whānau, i te hapū, me te iwi.
E whakapakari ake ana ngā kaiārahi me ngā kaimahi o te kura i te whakawhirinakitanga ngātahi, hei whakamana i te whānau ki te whai wāhi atu ki ngā whakataunga ā-kura.
E poipoia ana te taiao ako o ngā tamariki ki te aronga nui o te poari, ngā kaiārahi me ngā kaiako o te kura ki te whakaiti i ngā tauārai ki tā rātou ako me tā rātou whai wāhi atu ki te ao o te kura.
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 Kimi Ora ki te taha o Ngāti Kahungunu ki te whakatinana i te wawata o te iwi e meatia ana, “Rangatiratanga – kia whakatinana te ākonga me tōna whānau i 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 | 2746 |
| Te tūmomo kura | Ara Reo Pākehā Tau 1-8 |
| Te tokomaha o ngā ākonga o te kura | 151 |
| Ngā hononga ā-iwi | Māori 50%, Pasifika 45%, Pākehā 5% |
| Ngā āhuatanga motuhake | Ara Reo Māori Taumata 3 me te Taumata 4; Reo Hāmoa Taumata 2; Reo Tonga Taumata 2 |
| Te wā i te kura te rōpū arotake | Haratua 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, Pipiri 2017; Arotake Mātauranga, Hui-tanguru 2014 |
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 and 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 Te Kura o Kimi Ora | Education Review Office (ero.govt.nz)
Te Kura o Kimi Ora is an English Medium School with predominantly Māori and Pasifika tamariki located in Heretaunga/Hastings. The kura caters for students in Years 1 to 8. The migration of the Takitimu waka from Samoa to Aotearoa is what connects and unites the wider school community within the kura. The priority for the kura is that Ngāti Kahungunu mātauranga empowers tamariki to advocate and contribute to the revitalisation and maintenance of Kahungunutanga.
Te Kura o Kimi Ora leaders and teachers are working towards “Rangatiratanga - for ākonga and whānau to exercise authority and agency in their education”.
Tamariki have a range of opportunities to become grounded in their knowledge and understanding of Te Tiriti o Waitangi as future advocates of te tino rangatiratanga o Ngāti Kahungunu.
Schoolwide programmes and practices increasingly support tamariki towards becoming competent thinkers, speakers and writers of te reo Māori.
Tamariki display enthusiasm for learning in an environment that nurtures, promotes and celebrates
Ngāti Kahungunu values, beliefs and concepts, fostering a strong sense of belonging.
Leaders and staff are strengthening their capacity to deliver a curriculum that supports all tamariki to know their roles and responsibilities within whānau, hapū and iwi.
School leaders and staff are further strengthening relational trust so that whanau feel empowered
to participate in kura wide decision making.
Tamariki learn in an environment where the board, school leaders and kaiako are highly focused on reducing any barriers to their learning and engagement with the life of the kura.
ERO, Ngāti Kahungunu and the school agrees that the immediate priorities are:
Before the review, the board 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 Te Kura o Kimi Ora continues with Ngāti Kahungunu to work 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 | 2746 |
| Kura type | English Medium Years 1-8 |
| Kura roll | 151 |
| Ethnic composition | Māori 50%, Pacific 45%, NZ European/Pākehā 5% |
| Special features | Māori Medium Level 3 and Level 4; Samoan Level 2; Tongan Level 2 |
| Review team on site | May 2024 |
| Date of this report | 27 November 2024 |
| Most recent ERO reports | Pilot Update report, August 2023; Education Review, June 2017; Education Review, February 2014 |
ERO has been in partnership with Ngāti 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 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.
During the collaboration, ERO, Ngāti Kahungunu, and the pilot schools and ECE leaders co-designed the Learner Outcomes for Success Indicators based on the priorities outlined in the Ngāti 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 Ngāti 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 Ngāti 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 Ngāti 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
Te Kura o Kimi Ora
Camberley School
Mayfair Kindergarten.
Kimi Ora Community School in Flaxmere caters for students in Years 1 to 8. The roll of 131 includes 36% who identify as Māori, and 60% who identify as Pacific. There has been considerable roll growth in the past 18 months. The school is currently undergoing major property redevelopment.
There have been several staff changes since the February 2014 ERO report. A new principal was appointed in Term 3, 2015. In response to roll growth further staff appointments have been made and leadership roles established. A new Board of Trustees was appointed in May 2016.
The school is participating in Ministry of Education (the Ministry) Positive Behaviour for Learning (PB4L) and literacy professional development.
Meaningful progress has been made in addressing the areas identified for development in the previous ERO report.
In the past 18 months there has been significant progress in establishing systems and processes that support productive learning underpinned by holistic wellbeing. The school reports that a large number of students made expected, or greater than expected, progress in writing and reading in 2016. The school is well placed to strengthen their understanding of accelerated progress and to continue to look at strategies to achieve equity and excellence.
Leadership is proactive in creating a supportive learning environment. Progress is evident in establishing a curriculum framework that gives priority to literacy and numeracy. Focused, needs-based teaching has been established. High expectations for positive behaviour, structured learning environments and student self-management skills contribute to purposeful engagement.
The board of trustees has developed a governance framework focused on raising student achievement. The board, principal and teachers should continue to refine and embed ongoing developments and sustain their emphasis on accelerating achievement.
The school has capacity and capability to accelerate learning for all children. However, raising student achievement overall remains an urgent priority.
ERO is likely to carry out the next review in three years.
Considerable progress has been made to establish dependable achievement information. A shared understanding about the importance of lifting student achievement and progress is evident.
The school reports that in 2016, a large number of students made greater than expected progress in writing and reading. This occurred to a lesser extent in mathematics. Half of Māori learners made 18 months or more progress in reading and writing, and a quarter in mathematics. Half of Pacific learners experienced this level of progress in writing and to a lesser extent in reading and mathematics. Girls made more progress than boys overall.
The school is well placed to strengthen their understanding of accelerated progress and to continue to look at strategies to raise achievement and reduce disparity, particularly in literacy. This should assist the school to work towards achieving equity and excellence for all students.
Schoolwide moderation in writing has occurred, well supported by external literacy facilitators. Good progress has been made to ensure dependable teacher judgements in reading and mathematics. Further work is planned to strengthen this practice.
The school has made substantial progress in establishing systems and processes that support, productive learning underpinned by holistic wellbeing. Students’ culture, language and identity, and the uniqueness of each child is valued. Warm nurturing relationships are highly evident.
Building on students’ strengths and interests, through physical activity, the arts and cultural experiences is a deliberate focus. Accessing a broader range of local and community learning opportunities is highlighted.
Progress is evident in establishing a curriculum framework that gives priority to literacy and numeracy. There are consistent schoolwide expectations for teaching and learning in key areas. Teaching is informed by assessment data. There are regular opportunities for teachers to discuss and inquire into the data to inform teaching strategies.
Focused, needs-based teaching has been established. Students know what they are learning and are becoming clearer about its purpose. High expectations for positive behaviour, structured learning environments and student self-management skills contribute to purposeful engagement.
Staff professional learning and development is well considered and strategic. Literacy has been a priority and mathematics is the next key area for development. Skilled teacher aides are actively involved in school programmes and initiatives and are valued partners in learning. There is an understanding of the importance of how effective teaching practices support a positive learning culture.
Strategic, proactive leadership underpins a supportive school environment conducive to teaching and learning. Growing student and staff leadership is an ongoing priority. Solution-focused self review informs decision making and leads to positive changes for students.
The board of trustees has developed a governance framework focused on raising student achievement. The strategic plan appropriately recognises the importance of ongoing monitoring of progress to support improved achievement. A robust policy framework and review supports school operations and ongoing initiatives.
Flexible and responsive approaches to meet with parents, whānau and families led to full attendance at the most recent parent interviews. The board and staff recognise the importance of involving parents in their children’s learning.
An appropriate appraisal process has been established for the principal, teaching staff and support staff, aligned to strategic priorities. Further embedding of appraisal practices should support growth in teaching capability.
Trustees, leaders and teachers should continue to refine and embed ongoing developments in:
Before the review, the board 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:
board administration
curriculum
management of health, safety and welfare
personnel management
asset management.
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration and certification
processes for appointing staff
stand down, suspension, expulsion and exclusion of students
attendance
school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.
The school has capacity and capability to accelerate learning for all children. However, raising overall student achievement remains an urgent priority.
Leaders and teachers:
ERO will provide an internal evaluation workshop to support the school to further develop effective planning and monitoring processes to support equity and excellence for all children.
ERO is likely to carry out the next review in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
29 June 2017
|
Location |
Hastings |
|
Ministry of Education profile number |
2746 |
|
School type |
Full Primary (Years 1 to 8) |
|
School roll |
131 |
|
Gender composition |
Male 50%, Female 50% |
|
Ethnic composition |
Māori 36% Pacific 60% Pākehā 4% |
|
Review team on site |
May 2017 |
|
Date of this report |
29 June 2017 |
|
Most recent ERO report(s) |
Education Review February 2014 Education Review December 2010 Supplementary Review April 2008 |