Te Kura Amorangi o Whakawatea

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 Amorangi o Whakawātea ki Maeroa kei Kirikiriroa. E tū ana mō ngā tauira o te kura tuatahi, tau 1-8. Ko te kairangitanga i roto i ngā āhuatanga ako te hiahia o te poari, o ngā kaitiaki, o te tumuaki, o ngā kaimahi pūmau me ngā kaiako mō ngā tamariki.Kua piki haere te rēhita, ā, he 125 ngā tauira i tēnei wā. Kua whakaaetia e Te Tāhūhū o te Mātauranga te whakatūnga o ētehi akomanga kē atu hei tāwharau i te pikinga o te rēhita.

Kei te whakatinana ngā tauira i ngā wawata me ngā āwhero o ō rātou whanaunga. E whakapūmautia ana tēnei i te whakaaro kōtahi, he pitomata i kore ō ngā tauira ki te eke ki te angitūtanga. E aronui ana te tumuaki me ngā kaimahi ki te whakarato i ngā wheako ako haumako nei, whai take hoki ki ngā tauira katoa.

E mātau ana ngā tauira ki Ngā Āhuatanga Amorangi, tōna tapu i roto i te iwi, me ngā tohu ki te kuhu, ki te ako me te eke ki ngā taumata. He putanga Ngā Āhuatanga Amorangi i ngā mahi rangahau, arotake, wānanga hoki mō ngā pūmanawa me ngā āhuatanga tika hei tautoko i ngā tauira kia tū ai hei ākonga momoho haere ake nei.

E mōhio ana ngā tauira o Te Kura Amorangi o Whakawātea he māuri mōtuhake ō rātou, ā, kei te arohaina rātou. He māia rātou, e tāpahi ana ngā ngākau ki te angitū, ā, e hikaka ana hoki kia riterite a rātou akoranga.

2. Te Ako

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

He tika tā te kura whakamahi i ngā kōrero mō ngā angitūtanga ki te whakarato i ngā akoranga kounga. E eke ana te nuinga o ngā tauira ki te taumata, ki taumata kē atu rānei i whakaarotia ai mō te angitū ki te pānui, ki te tuhituhi, ki ngā mahi pāngarau me te reo kōrero. E tino whakaarotia ana ngā āhuatanga ako mō ia tamaiti, ā, ko te aro o ngā akoranga kia mau tonu ki te kokenga me te angitūtanga. E tino puta ana ngā ihu o ngā tamariki.

Kei te whakamahi te poari, te tumuaki me ngā kaiako i ngā kōrero mō ngā angitūtanga hei tūāpapa mā ngā whakataunga e pā ana ki ngā akoranga a ngā tauira. He whai take te mātakitakitanga, te whakamahitanga me te pūrongotanga o ngā kōrero huhua mō ngā aromatawai. He kounga te whakaemitanga, te arohaehaetanga me te whakakōrerotanga o ngā kōrero mō ngā angitūtanga. E whakaratohia ana e ngā kōrero tētehi whakaāhua mārama nei mō te āhua o ngā angitūtanga o ngā tauira. Kei te whakahāngai ngā kaiako i te hōtaka o te akomanga ki ngā hiahia o ngā tauira. Tērā tētehi rōpū tauira iti nei e riro ana i te tautoko e whakahāngai ana i a rātou akoranga ki te whakatinana i tō rātou pitomata, ngā wheako angitū, me te puta o ngā ihu. E whāngaia ana ngā tauira katoa.

Kei te para te poari me ngā kaimahi i ngā huarahi tika hei whāngai i ngā kōrero mō te angitūtanga o ngā tauira ki ngā momo whakaminenga. Kei te whakamahia tikatia ngā kōnae hangarau e mahia ana i te kāinga, ngā uiui kanohi ki te kanohi me ngā kete kounga o ia tauira ki te whakaao mārama i te koke me ngā angitūtanga o ngā tauira. Kei te whai wā ngā mātua, ngā kaiako me ngā tauira ki te mahi tahi ki te whakariterite i ngā huarahi ako motuhake mō ia tauira. E tino mātau ana ngā mātua, te poari, ngā kaimahi me ngā tauira mō te kokenga me te angitūtanga.

Kei te aronui te poari me ngā kaiako ki te whakaratotanga o ngā akoranga kounga. Kei te rangahaua, kei te tino arohaehaetia ngā kaupapa ako hou, rerekē, angitū hoki hei poipoi i ngā whakanikotanga. He rite tonu tā rātou whai wāhi atu ki ngā whakawhanaketanga pūkenga e tākoha ana ki te whakareinga o a rātou tikanga mahi. He nui te whakapau kaha kia māngaro, kia pārekareka ai te akotanga o ngā tauira, kia rongo ai ngā tauira katoa i te putanga o ngā ihu me te angitū.

3. Te Marautanga

He pēwhea 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 tino kuhu ana ngā tauira ki ngā akoranga whai take, ā, e hikaka ana rātou i te kōtahitanga o ngā āhuatanga ako. E hāngai ana te marau ki te motuhaketanga o Te Kura Amorangi o Whakawātea, ā, he tika te whakamahinga ōna ki te whakatairanga me te tautoko i ngā akoranga a ngā tauira.

He māia tā ngā tauira whakatinana i tō rātou tuakiritanga ake. Ko te hāngai o ngā kōnae raukura ki Ngā Ahuatanga Amorangi, te kaiwhakamārama i ngā pūmanawa e āwherotia ana me ngā painga mō ngā tauira ka puta ana i te kura a tōna wā, pēnei i te rangatiratanga, te whakapono, te mōhio, te ātamai me te hinengaro punenga, te ū tonu, te manaaki me te tūwhiti i te hopo. Ko ēnei tino he momo i roto i ngā tohu me ngā āhuatanga o ngā manu amorangi e rima e iri ana i te whatitoka o te kura. Kei te tino akiakitia, kei te tino tautokona ngā tauira ki te whakatinana i te pitomata hei ākonga Māori.

E whakawhiwhia ana ki ngā tauira ngā akoranga me ngā hōtaka ako kounga e akiaki ana, e whakakuhu ana hoki i a rātou. Kei te whakarato te marau i ngā whai wāhitanga mā ngā tauira ki te ako me te whakapakari i ngā pūkenga matua mō te ao o mohoa nei, i a rātou e pupuri tonu ana ki tō rātou tuakiritanga i roto i te ao Māori. Ka tino maheretia e ngā kaiako ngā kete mahi pārekareka ki te whakatōmene i ngā horopaki ako o te ao tawhito me te ao hou. Ka whakawhanaketia ngā mahere hei takitini, ā, e whakahāngaitia ana ki ngā momo taumata ako. He kaha te ahurea ako. Ka aro ngā tauira ki te whakatutuki i a rātou whāinga ake me ngā whāinga a te takitini. E whakaohongia ana ngā tauira, e hikaka ana rātou ki ngā akoranga.

He tika te whakamahinga o Te Hangarau Whakawhitiwhiti Whakaaro (ICT) ki te whakamomona i ngā akoranga ki ngā tauira. E whakaāheitia ana ngā tauira e te pūnaha ako pae tukutuku ki te mahi tahi ki o rātou kaiako me o rātou mātua. Ka wātea hoki ki ngā tauira te whiwhi i ngā kōrero mō a rātou mahi i taua wā tonu. Kei te āhei ngā mātua ki te hono atu mā te tomokanga o ngā mātua ki te kite i ngā mea e ako ana a rātou tamariki. He tino pai te whakamahinga o tēnei pūnaha e ngā tauira, e ngā kaiako me te tumuaki ki te whakarite i ngā tauira ki te ako me te tū i te ao hangarau.

4. Te hāngaitanga o ngā mahi a te Kura

He pēwhea te āhua o te kura ki te mau tonu me te whakaniko i tana tū?

He pai te tū a te kura ki te mau tonu me te whakaniko i tana tū i runga i te māia me te whakaaro auaha.

E toitū ana te kāwanatanga, te aratakitanga me ngā whakahaerenga. Ko tō te tumuaki tāera ki te arahi me ōna pūmanawa te kaiwhakaaweawe kia tika ai te mahi a ngā kaimahi katoa. E tapatahi ana tōna ngākau ki ngā putanga pai mā ngā tauira me te whakapau kaha kia tino kounga ai ngā akoranga. I roto i tana tū hei rangatira mō te kura kua mau tonu te tumuaki ki ngā taura here tāngata i rautakitia ai, i te takiwā me te motu whānui. Ka whakapeto ngoi te poari ki te whakarautaki i ngā whakanikotanga e kounga ai ngā akoranga ki ngā tauira me te angitūtanga. He aroā ngā mahere, ā, e aro ana ki anamata. E aro ana te tūtohinga ki te whakapiki i te angitūtanga o ngā tauira.

He mārō, he mataara hoki ngā tikanga arotake whaiaro. E iri ana ki te rite tonutanga o ngā arotake whaiaro ko ngā pātai me ngā whakautu kei ngā aho e toru nei: E pēwhea ana te haere, kei whea ngā mokotawhā, ā, he aha ngā mea hei panoni. E pukumahi ana ngā kaimahi ki te whakautu katoa i ngā pātai i runga i te pono hei whakarato i te tautoko e hāngai pū ana ki ngā tauira. He taonga ki te whānau te arotake whaiaro hei rākau tautoko i te whakaniko tonutanga me te whakahāngai i te angitūtanga o ngā tauira.

Kei te mau tonu te tumuaki me ngā kaiako ki te taura here i a rātou ki ngā ākonga o mua kua whakapōtaetia. E hokihoki tonu ana ngā tauira kua puta ki te toro me te noho i te kura. He whakahīhī pai he ātaahua hoki a rātou kōrero mō te wā i te kura rātou, ā, kei te mihi hoki mō te tautoko i tukuna atu ai ki a rātou i te wā i koke rātou ki te huarahi ako o te kura tuarua me whare wānanga.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he Tauāki Kupu Tūturu a Te Poari 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
• te whakaunu, te aukati, te pana me te whakarerenga
• te tae ā-tinana atu a ngā ākonga ki te kura.

Hei āwhea Te Tari Arotake Mātauranga arotake anō ai i te kura nei?

Ka arotake anō Te Tari Arotake Mātauranga i te kura nei i roto i te whā ki te rima o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

25 Pipiri, 2015

1. Context

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

Te Kura Amorangi o Whakawātea is located in Melville, Hamilton. The kura caters for year 1 - 8 students. The board of trustees, the principal, senior staff and kaiako have high expectations for excellence in education for their students. The roll has also steadily increased and there are now 125 students. The Ministry of Education has approved the placement of new classrooms to accommodate the current roll growth.

Students exemplify the hopes and aspirations of their whānau. This is reinforced by the shared belief that all students have unlimited potential to achieve and succeed. The principal and staff have an unwavering focus on providing rich and meaningful learning experiences for all students.

Students understand Ngā Āhuatanga Amorangi, its cultural significance and symbolism for engaging, learning and achieving. Ngā Āhuatanga Amorangi was developed after extensive research, reflection and discussion about the positive attributes and characteristics that support students to be successful life-long learners.

Students of Te Kura Amorangi o Whakawātea know that they are special and loved. They are confident, focused on success and eager to continue their learning.

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 provide high quality teaching and learning. The vast majority of students are achieving at or above the expected levels of achievement for reading, writing, mathematics and oral language. Individual needs are well considered and learning focuses on sustained progress and achievement. Students are achieving very well.

The board, the principal and teachers use achievement information as the basis for decision making about student learning. There is effective monitoring, use and reporting of a wide variety of assessment information. The collation, analysis and interpretation of student achievement information are high quality. This information provides a clear picture about how well students are achieving. Teachers tailor classroom programmes to the needs of their students. A small group of students receive targeted learning support to realise their learning potential, experience success and achieve. All students are well served.

The board and the staff use a range of approaches to share information about student achievement with a variety of audiences. Digital homework portfolios, face to face interviews and high quality individual profiles are used effectively to share student progress and achievement. Parents, teachers and students have opportunities to work collaboratively to design individualised learning pathways. Parents, the board, staff and students are very well informed about progress and achievement.

The board and teachers are focused on the provision of high quality teaching and learning. They research and critically review new, alternative and successful education initiatives to inform ongoing improvements. They regularly participate in professional development that contributes to enhancing their professional practice. Significant investment is made to ensure student learning is exciting and engaging so that all students can experience success and achieve.

3. Curriculum

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

Students are highly engaged in purposeful learning, and they are motivated by a collaborative learning culture. The curriculum reflects the unique nature of Te Kura Amorangi o Whakawātea and is used effectively to promote and support student learning.

Students confidently display their personal sense of identity. A comprehensive graduate profile, aligned with Ngā Āhuatanga Amorangi, defines the desired attributes and personal qualities for students as they eventually leave the kura, such as leadership, self belief, wisdom, inquiring and inquisitive minds, resilience, respect and facing challenges. These qualities are characterised in the imagery and personalities of the five manu amorangi (birds) which adorn the entrance to the kura. Students are encouraged and supported well to reach their potential as Māori learners.

Students receive high quality teaching and learning programmes that motivate and engage them. The curriculum provides many opportunities for students to learn and develop the essential skills for the modern world, while holding fast to their identity within the Māori world. Teachers plan comprehensive and interesting units of work that explore traditional and modern contexts for learning. Plans are developed collaboratively and tailored to the different learning levels. There is a strong learning culture. Students focus on achieving their personal and shared learning goals. Students are stimulated and excited about their learning.

Information and Communication Technology (ICT) is used effectively to enhance student learning. An online learning system allows students to collaborate with their teachers and parents. Students can also receive real time feedback about their work. Parents are able to connect through the parent portal to see what their children are learning. Students, teachers and the principal use this system in highly productive ways that prepare students for learning and life in a digital world.

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 with confidence and innovation.

Governance, leadership and management is highly effective. The principal's leadership style and personal attributes influence the professional culture for all staff. She has a relentless focus on positive outcomes for students and ensuring high quality teaching and learning. As the professional leader of the kura, the principal has maintained key strategic relationships at local and national levels. The board of trustees works diligently and strategically to improve the quality of student learning, achievement and success. Planning is comprehensive and future-focussed. The charter focuses on raising student achievement.

Self review practices are robust and responsive. Ongoing self review involves asking and responding to three key prompts: how are we going, where are the gaps and what needs to change. Staff are diligent about answering these questions fully and honestly in order to provide targeted and relevant support for students. The whānau values self review as a tool to assist ongoing improvement and refinement for student success.

The principal and teachers maintain contact with many of their former students who have graduated. Graduate students frequently return to visit and spend time in the kura. They speak with pride and fondness about their time and are thankful of the support provided to them as they pursued secondary and tertiary education pathways.

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.

When is ERO likely to review the kura again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

25 June 2015

About the Kura

1. Ngā Whakaaturanga

“Ko te tamaiti te mea nui”

Ko Te Kura Kaupapa Māori o Whakawātea tētahi kura o te tatauranga hāpori ōhanga whā, ā, he kura tāone tēnei ki Kirikiriroa. Nō te tau 1994 te kura i whakatū ai, ki te whakatutuki i ngā wawata o te whānau i hiahia ai ki tētahi kura e noho pūmau ana ki te whakatutukitanga angitu o ngā ākonga, mā te rumakina ki te reo Māori.

He auau te whakawhiti kōrero atu, te hui ngātahi hoki a te poari ki te whānau whānui. Kei te poari te kawenga ki te tiaki me te maru i te āhuatanga motuhake o Te Kura Kaupapa Māori o Whakawātea, me te whakatutuki hoki i ngā hanganga ture e hāngai ana ki ngā poari ā-kura. E whakatutuki ana te poari i te haere tonutanga o te arotake whaiaro, hei whakamōhio i ngā whakamāhere me ngā whakawhanaketanga, puta noa i te kura. Ka whakatutukihia hoki te arotake haere o te āhua o ngā mahi ki te tātari me te pūrongo i ngā mōhiohio e pā ana ki ngā paetae ākonga, ā, he wāhanga tonu tēnei o te whai wāhitanga o te kura ki te whakamātautanga o te whakatinanatanga o Ngā Whanaketanga.

He nui ngā tūmanako o te whānau o kura kia eke angitu ngā ākonga, ā, e whakapono mārika ana ki tō rātou pūmanawa tūturu. Ka whakanui, ka whakamana, ka poipoi hoki rātou i te motuhake me te mana āhua ake o ia ākonga.

E āta mārama ana ngā mema o te poari ki ō rātou tūranga kāwanatanga, ā rātou kawenga kāwanatanga hoki. E arahina paitia ana, e whakahaere paitia ana te kura e tētahi tumuaki e whakapuaki ana i ngā tūmanako nui mō ngā akoranga a ngā ākonga me ā rātou whakatutukitanga, ā, mō te ngaiotanga hoki o ngā kaiako.

He pakari te ngana atu a ngā tamariki ki te whānuitanga o ngā tūmomo wheako whakaakoranga, akoranga hoki, i roto i ngā akomanga e mārie ana, e tau ana hoki. Ko te reo Māori te reo tohutohu, te reo whakawhiti kōrero hoki, puta noa i te kura. E eke ana ngā ākonga ki ngā taumata e tika ana i roto i te reo matatini me te pāngarau.

He nui hoki ngā tūmanako o ngā ākonga mō rātou anō, kia eke angitu rātou, me te whai wāhi mātātoa atu ki ō rātou hāpori. He manawa whakahī tō rātou mō tō rātou kura, ā, ko rātou hoki e kawe ana i te whakatakotoranga me te tiakitanga o te taiao.

Pērā tahi ki ō rātou whānau, e wātea ana ngā ākonga ki te whai wāhi atu ki te whānuitanga o ngā wheako hihiri, whakaongaonga hoki ki ō rātou akomanga, me ngā horopaki ā-hāpori, ā-rohe, ā, o te ao hoki. He whakaute, he ratarata, he māia hoki rātou hei ākonga.

Te Mahi ā Meāke nei

Ko te arotake anōtia e te Tari Arotake Mātauranga i roto i ngā tau e toru.

2. Te Marautanga o Te Kura Kaupapa Māori o Whakawātea

Ka pēhea te marautanga o Te Kura Kaupapa Māori o Whakawātea e whai hua ana ki te whakanui i ngā akoranga a ngā ākonga – te tahuritanga ki te ako, te ahunga whakamua, me ngā whakatutukitanga?

Te horopaki o te kura me te arotake whaiaro

Ko Te Kura Kaupapa Māori o Whakawātea tētahi kura o te tatauranga hāpori ōhanga whā, ā, he kura tāone tēnei ki Kirikiriroa. Nō te tau 1994 te kura i whakatū ai, ki te whakatutuki i ngā wawata o te whānau i hiahia ai ki tētahi kura e noho pūmau ana ki te whakatutukitanga angitu o ngā ākonga, mā te rumakina ki te reo Māori.

He auau te whakawhiti kōrero atu, te hui ngātahi hoki a te poari ki te whānau whānui. Kei te poari te kawenga ki te tiaki me te maru i te āhuatanga motuhake o Te Kura Kaupapa Māori o Whakawātea, me te whakatutuki hoki i ngā hanganga ture e hāngai ana ki ngā poari ā-kura.

He nui ngā tūmanako o te whānau o te kura kia eke angitu ngā ākonga, ā, e whakapono mārika ana ki tō rātou pūmanawa tūturu. Ka whakanui, ka whakamana, ka poipoi hoki rātou i te motuhake me te mana āhua ake o ia ākonga.

He tirohanga ngātahi tā te whānau o te kura, mō ngā ākonga e pūmau ana ki te pono, e hihiri ana, e whai angitu ana, ā, e tū pakari ana hoki i roto i ngā horopaki ā-hāpori, ā-motu, ā, o te ao hoki. Ko te tirohanga, ngā uaratanga, me te tikanga o te kura e noho pūmau ana ki ngā kaupapa here, ngā tukanga, me ngā whakaritenga. Ka kaha arotake, ka kaha whakawhiti kōrero hoki i te tirohanga me te aronga o te kura ki ngā huihuinga ā-tau o te poari me ngā kaimahi, ngā hui ā-whānau o ia wāhanga, me ngā hui kaimahi e tū auau ana.

Kua hono rautaki atu ki ngā ratonga mātauranga, ngā pākihi, me ngā tari kāwanatanga ki te hāpori. E whai hua ana te whakamahinga o ngā ratonga, ngā rauemi, me ngā mātanga o-waho, hei hāpai i ngā whakaritenga me te aronga mō ngā wā kei te haere mai.

Ka whakanui, ka whakamana, ka poipoi hoki te whānau o te kura i te motuhake me te mana āhua ake o ia ākonga. Ka poipoia, ka whakawhanakehia hoki te whakawhanaungatanga, ā, ka āta ākina te whānau ki te whai wāhi ki ngā haerenga i roto i Aotearoa, ā, ki ngā whenua hoki o te Moana-nui-ā-Kiwa. Ka tū ētahi huihuinga ā-tau hei whakaatu, hei whakanui hoki i ngā pūmanawa me ngā whakatutukitanga takitahi a ngā ākonga. Ko te wairua mauritau ki te kura e hāpai ana i ngā ākonga katoa ki te ako.

Ngā wāhanga e pai ana te whakahaere

He mārama ngā mema o te poari ki ō rātou tūranga, ā rātou kawenga hoki i roto i te kāwanatanga. E whai hua ana rātou ki te tautoko i te tumuaki i roto i tana tūranga hei kaiwhakahaere, hei kaiārahi hoki o te kura, ā, ka ū tonu ki te aronga mārama mō te painga o ngā ākonga. Ka whakamahia ngā whakaritenga rautaki hei ārahi i te poari ki te hāngai ki ā rātou whāinga i tāutuhia ai, tae atu anō hoki ki tētahi tirohanga ‘whakaaro hōhonu’ ki te kura, i whakawhanakehia ai e te poari, te whānau, me ngā kaimahi. Ko ngā kaupapa e whā o te māhere rautaki, ko te:

• aronga ki ngā paetae ākonga;
• whakatinana i te raupapa o te āhua o te ākonga kua puta i te kura, me ōna tino āheinga;
• whakapakari, me te whakarahi ake i te āheinga ki te whakaako mā te kounga teitei; me te
• whakapūmau i ngā rauemi, ngā mātanga, me ngā mōhiotanga e tika ana, ki te whakapai tonu i te kounga o te taiao mātauranga.

E whakapuaki ana te tumuaki i ngā tūmanako nui mō ngā akoranga a ngā ākonga me ā rātou whakatutukitanga, ā, mō te ngaiotanga hoki o ngā kaiako. Ka whakamahi ia i tētahi aronga ngātahi ki te whakawhanake me te whakatinana i te marautanga. E akiaki ana tēnei i ngā kaimahi ki te whai wāhi auau atu ki ngā whakawhitinga kōrero ngaio me ngā whakaaro huritao e pā ana ki te hōtaka akoranga, ngā rautaki whakaako, te ahunga whakamua a ngā ākonga, me ngā whakatutukitanga.

Ko te tumuaki e whakarato ana ki te poari me ngā kaimahi, ngā mōhiohio o te wā e pā ana ki te hāpori matauranga, ā, ka whakahaere hoki ia i ā rātou akoranga me ō rātou mōhiotanga. E whakarato ana ia i ngā whai wāhitanga akoranga ngaio, e whakawero ana i te whakaaro tūwhene tōraro, ā, e hāpai ana hoki i te poari me ngā kaiako ki te whakawhanake i te mōhiotanga kei te whai hua ā rātou mahi mā ngā ākonga.

Ka kitea te pūtake mārama mō ngā momo whakaritenga i whakatau ai ki te hanganga o te marautanga me te whiringa o ngā wāhanga akoranga matua e hono ana ki te raupapa i te āhua o te ākonga kua puta i te kura, me ngā āheinga matua. Ka kitea te āhuatanga motuhake o te kura i roto i te tuituitanga ki te hōtaka kura, ngā tikanga

Montessori, te hōtaka e pā ana ki ngā kura tiaki taiao, me tētahi hōtaka uaratanga e hono ana ki ngā āheinga matua i roto i te marautanga o Aotearoa.

Ko te reo Māori te reo whakawhiti kōrero, reo tohutohu hoki, puta noa i te kura. E hāpaitia ana ngā ākonga ki te whakawhanake i tētahi māramatanga pai ki tō rātou tuakiri hei Māori, me ō rātou pūmanawa ki te tū hei tangata whenua o te ao. He pai te aronga ki ngā akoranga o te reo matatini me te pāngarau.

He pakari te ngana atu a ngā tamariki ki te whānuitanga o ngā momo wheako whakaakoranga, akoranga hoki, i roto i ngā akomanga e mārie ana, e tau ana hoki. Ko ētahi āhuatanga o ngā whakaritenga whakaako, ko:

• ngā tūmanako nui ki te ako me te whakahaere whaiaro;
• te pai o te hanganga, te whakatakotoranga, me te rere o ngā akoranga;
• te whakapuaki i ngā koronga akoranga ki ngā ākonga;
• te whakamahi i te whānuitanga o ngā rauemi me ngā taputapu, kia tahuri ai ngā ākonga, ā, hei hāpai hoki i a rātou i ngā akoranga;
• ngā whai wāhitanga mō te ākonga ki te aromatawai i a ia anō, i ōna hoa hoki, i roto i ngā akoranga; me
• te whakamātau i mua, i muri hoki, hei whakatinana i ngā taumata akoranga ka whāia tonuhia.

Ka whai hua ngā rautaki nei ki te āwhina i ngā ākonga ki te noho mārama ki ngā āhuatanga e akohia ana, ā, ki ngā pūtake hoki e ako ana rātou i aua āhuatanga.

E eke ana ngā ākonga ki ngā taumata e tika ana i roto i te reo matatini me te pāngarau. Ia wāhanga, whakaemihia ai ngā hōtuku paetae, hei aroturuki i te ahunga whakamua o te ākonga, o ngā rōpū ākonga hoki. Ka whakamahi ngā kaiako i ngā hōtuku nei hei whakamōhio i ngā māhere me te whakatinanatanga o ngā hōtaka akoranga, whakaakoranga hoki. Ka tāutuhia ngā ākonga takitahi, takirōpū rānei hei hāpai tonu, hei whakawhānui tonu rānei, ā, ka whakawhanakehia ngā māhere e tika ana. Ka whiwhi te poari i tētahi pūrongo ōkawa ā-tau e pā ana ki ngā paetae ākonga, i runga anō i ngā taumata ā-tau i whakaritea ai i te tīmatanga o te tau. Puta noa i te tau, ka whakapuakihia hoki ki te poari ngā mōhiohio e pā ana ki te ahunga whakamua.

He nui hoki ngā tūmanako o ngā ākonga mō rātou anō, kia eke angitu rātou, ā, kia whai wāhi mātātoa atu ki ō rātou hāpori. He manawa whakahī tō rātou mō tō rātou kura, ā, ko rātou hoki e kawe ana i te whakatakotoranga me te tiakitanga o te taiao. Kua whakaritea ētahi māra, ā, e tiakina ana e ngā ākonga. Pērā tahi ki ō rātou whānau, e wātea ana ngā ākonga ki te whai wāhi atu ki te whānuitanga o ngā wheako hihiri, whakaongaonga hoki ki ō rātou akomanga, me ngā horopaki ā-hāpori, ā-rohe, ā, o te ao hoki. He whakaute, he ratarata, he māia hoki rātou hei ākonga.

Te wāhanga hei whakawhanake, hei arotake

E mārama pai ana te Tari Arotake Mātauranga ki ngā mahi e whakatutukihia ana e te kura, hei kura e whakamātau ana i te whakatinanatanga o Ngā Whanaketanga.

I te wā o te arotake, i whakawhiti kōrero ngā kaiārahi o te kura me te Tari Arotake Mātauranga ngā wāhanga hei whakawhanake e whai ake nei:

• ko te arotake tonu i te āhua a te kura i tēnei wā, ki te tātari, te whakamārama, me te pūrongo i ngā mōhiohio e pā ana ki ngā paetae ākonga;
• ko te āta whakarite, kia hāpai ai te arotake i te poari ki te tino mārama ki te āhua o ngā whakatutukitanga o ngā ākonga, me ngā whakatutukitanga o ngā taumata i tāutuhia ai, puta noa i te tau; ā,
• ko te tātari i ngā tikanga me ngā tauira o te paetae ākonga, mō te roanga o te wā.

3. Ngā Kupu Tūturu a te Poari mō ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukitia e te poari whakahaere me te tumuaki o Te Kura Kaupapa Māori o Whakawatea he Tauāki Kupu Tūturu a Te Poarime tētahi Rārangi Arowhai Tātari Whaiaromā te Tari Arotake Mātauranga. 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; me
• ngā whakahaere o ngā rawa me ngā taonga

I te wā o te arotake, i whakamātauhia e te Tari Arotake Matauranga 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;
• te whakaunu, te aukati, te pana me te whakarerenga; me
• te tae ā-tinana atu a ngā ākonga ki te kura.

Kīhai ngā tirohanga a te Tari Arotake Mātauranga i tāutu ai i ētahi āhuatanga āwangawanga.

Te Mahi ā Meāke Nei

Ko te arotake anōtia e te Tari Arotake Mātauranga i roto i ngā tau e toru.

Makere Smith

National Manager Review Services Māori (Te Uepū ā-Motu)

Mahuru 201030

1. The Education Review Office (ERO) Evaluation

“Ko te tamaiti te mea nui”

Te Kura Kaupapa Māori o Whakawatea is a decile four, urban based school located in Hamilton. Founded in 1994, the school was established to address the aspirations of whānau who sought a school that was committed to student achievement in a Māori immersion setting.

The board regularly liaises and meets with the wider whānau. It is delegated responsibility for preserving and safeguarding the special character of Te Kura Kaupapa Māori o Whakawatea, along with the statutory requirements of school boards. The board undertakes ongoing self review to inform all planning and development throughout the school. Ongoing review of how student achievement information is analysed and reported occurs as part of the school’s involvement in the pilot for National Standards implementation.

The school whānau, has high achievement expectations for students and a strong belief in their inherent potential. They celebrate, values and promote individual uniqueness and diversity.

Board members have a clear understanding of their governance roles and responsibilities. The school is effectively led and managed by a principal who articulates high expectations for student learning and achievement and for teachers as professionals.

Children confidently engage in a wide range of teaching and learning experiences in calm and settled classrooms. Te reo Māori is the language of instruction and communication throughout the school. Students are reaching appropriate standards in literacy and numeracy.

Students have high expectations of themselves to succeed and to actively contribute to the communities they belong to. They take pride in their school and have particular responsibility for designing and caring for the environment. Along with their whānau, students have access to a wide range of interesting and stimulating experiences in their classroom and local, regional and international contexts. Students are respectful, friendly and confident learners.

Future Action

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

2. Te Kura Kaupapa Māori o Whakawatea Curriculum

How effectively does the curriculum of Te Kura Kaupapa Māori o Whakawatea promote student learning - engagement, progress and achievement?

School context and self review

Te Kura Kaupapa Māori o Whakawatea is a decile four, urban based school located in Hamilton. Founded in 1994, the school was established to address the aspirations of whānau who sought a school that was committed to student achievement in a Māori immersion setting.

The board regularly liaises and meets with the wider whānau. It is delegated responsibility for preserving and safeguarding the special character of Te Kura Kaupapa Māori o Whakawatea, along with the statutory requirements of school boards.

The school whānau, has high achievement expectations of students and a strong belief in their inherent potential. They celebrate values and promote individual uniqueness and diversity.

The school whānau shares a vision for students who have integrity, are motivated, successful and confident in local, national and international contexts. The vision, values and philosophy of the school are embedded in policy, procedure and practice. Robust review and dialogue about the school’s vision and direction occur during annual board and staff retreats, whānau hui each term and regular staff meetings.

Strategic networks have been established with local education providers, businesses and government agencies. External agencies, resources and expertise are effectively used to support future plans and direction.

As a whānau, the school celebrates, values and promotes individual uniqueness and diversity. Positive relationships are nurtured and developed and students and whānau are actively encouraged to participate in trips within and around New Zealand and the Pacific Rim. Annual events are held to showcase and celebrate the individual talents and achievements of students. A positive tone in the school supports all students to learn.

Areas of strength

Board members have a clear understanding of their roles and responsibilities in governance. They effectively support the principal in her role as manager and leader of the school and maintain a clear focus on best outcomes for students. Focused strategic planning is used to steer the board towards their identified goals including the ‘rich picture’ vision of the school, developed by board, whānau and staff. The four themes of the strategic plan are:

• focusing on student achievement;
• implementing the graduate profile and key competencies;
• building the capacity and capability for high quality teaching; and
• securing appropriate resources, expertise and knowledge for ongoing improvement to the quality of the educational environment.

The principal articulates high expectations for student learning and achievement and for teachers as professionals. She uses a shared and collaborative approach to curriculum development and implementation. This encourages staff to engage in regular professional discussion and reflection about the learning programme, teaching strategies and student progress and achievement.

The principal provides the board and staff with up to date information from the educational community and facilitates their learning and understanding. She provides professional learning opportunities which challenge deficit thinking and support the board and teachers to develop a sense that they can make a difference for students.

A clear rationale is evident for the choices made in designing the curriculum and in selecting learning areas of emphasis that are linked to the graduate profile and key competencies. The special character of the school is reflected through integrating aspects of Montessori methodology, the enviro-schools programme and a virtues programme that is linked to the key competencies in the New Zealand Curriculum into the school programme.

Te reo Māori is the language of communication and instruction throughout the kura. Students are supported to develop a good understanding of their identity as Māori and their potential as global citizens. Appropriate emphasis is given to literacy and numeracy learning.

Children confidently engage in a wide range of teaching and learning experiences in calm and settled classrooms. Aspects of effective teaching practice include:

• high expectations for learning and self management;
• well-structured, balanced and paced lessons;
• sharing learning intentions with students;
• using a range of resources and materials to engage and support student learning;
• opportunities for students to self and peer assess their learning; and
• pre testing and post testing to inform next learning steps.

These strategies help students to understand what they are learning and why they are learning it.

Students are reaching appropriate standards in literacy and numeracy. Achievement data is collated each term to monitor the progress of individuals and groups. Teachers use this data to inform planning and implementing learning and teaching programmes. Individuals or groups of students who need support or extension are identified and appropriate plans are developed. The board receives an annual formal report on student achievement based on the annual targets that are established at the beginning of the year. Throughout the year, progress information is also shared with the board.

Students have high expectations of themselves to succeed and to actively contribute to the communities that they belong to. They take pride in their school and have particular responsibility for designing and caring for the environment. Gardens have been established and are cared for by the students. Along with their whānau students have access to a wide range of interesting and stimulating experiences in their classroom and local, regional and international contexts. Students are respectful, friendly and confident.

Area for development and review

ERO positively acknowledges the work that the school is currently involved in as a pilot school for National Standards implementation.

During the course of the review, school leaders and ERO discussed the following areas for development:

• continue to review how the school presently analyses, interprets and reports student achievement information;
• seek to ensure the review supports the board to clearly understand how well students are achieving and identified targets are being met throughout the year; and
• analyse trends and patterns of student achievement over time.

3. Board Assurance on Legal Requirements

Before the review, the board of trustees and principal of Te Kura Kaupapa Māori o Whakawatea completed an EROBoard Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:

• board administration;
• curriculum;
• management of health, safety and welfare;
• personnel management;
• financial management; and
• 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;
• stand-downs, suspensions, expulsions and exclusions; and
• attendance.

ERO’s investigations did not identify any areas of concern.

Future Action

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

Makere Smith

National Manager Review Services Māori (Te Uepū ā-Motu)

30 September 2010

About the Kura

To the Parents and Community of Te Kura Kaupapa Māori o Whakawatea

These are the findings of the Education Review Office’s latest report on Te Kura Kaupapa Māori o Whakawatea.

“Ko te tamaiti te mea nui”

Te Kura Kaupapa Māori o Whakawatea is a decile four, urban based school located in Hamilton. Founded in 1994, the school was established to address the aspirations of whānau who sought a school that was committed to student achievement in a Māori immersion setting.

The board regularly liaises and meets with the wider whānau. It is delegated responsibility for preserving and safeguarding the special character of Te Kura Kaupapa Māori o Whakawatea, along with the statutory requirements of school boards. The board undertakes ongoing self review to inform all planning and development throughout the school. Ongoing review of how student achievement information is analysed and reported occurs as part of the school’s involvement in the pilot for National Standards implementation.

The school whānau, has high achievement expectations for students and a strong belief in their inherent potential. They celebrate values and promote individual uniqueness and diversity.

Board members have a clear understanding of their governance roles and responsibilities. The school is effectively led and managed by a principal who articulates high expectations for student learning and achievement and for teachers as professionals.

Children confidently engage in a wide range of teaching and learning experiences in calm and settled classrooms. Te reo Māori is the language of instruction and communication throughout the school. Students are reaching appropriate standards in literacy and numeracy.

Students have high expectations of themselves to succeed and to actively contribute to the communities they belong to. They take pride in their school and have particular responsibility for designing and caring for the environment. Along with their whānau, students have access to a wide range of interesting and stimulating experiences in their classroom and local, regional and international contexts. Students are respectful, friendly and confident learners.

Future Action

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

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

Review Coverage

ERO reviews do not cover every aspect of kura performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this kura.

If you would like a copy of the full report, please contact the kura or see the ERO web page, http://www.ero.govt.nz.

Makere Smith

National Manager Review Services Māori (Te Uepū ā-Motu)

General Information About Reviews

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

• improve educational achievement in schools; and
• provide information to parents, communities and the Government.
• Reviews are intended to focus on student achievement and build on each school’s self-review.

Review Focus

ERO’s framework for reviewing and reporting is based on three review strands.

• School Specific Priorities– the quality of education and the impact of school policies and practices on student achievement.
• Areas of Specific Government Interest– information about how Government policies are working in schools.
• Compliance with Legal Requirements– assurance that this school has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this school.

1 School deciles range from one to ten. Decile one schools  draw their students from low socioeconomic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrated schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides.