TKKM o Pukemiro

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

We are in the process of shifting from event-based external reviews to supporting each school in a process of continuous improvement.

There may be delays between reviews for some schools and kura due to Covid-19 and while we transition to our new way of reviewing.

Read more about our new processes and why we changed the way we review schools and kura.

Find out which schools have upcoming reviews.

1. He Whakamārama

Te Whānuitanga Atu

E aromātai ana te arotake Te Aho Matua i te kounga o te mātauranga e whakawhiwhia ana ki ngā ākonga, me te whakahaere a te poari ki te whakarato i ngā ratonga mātauranga.

Ka tino whai hua ki te poari te pūrongo i te aromātai e whakaatu mai ana i ngā painga ake i ngā akoranga o ngā ākonga, i te wā e āhei ana te poari ki te whakarato i te pai o ngā mōhiohio e pā ana ki ngā paetae ākonga.

2. Te Whakarāpopototanga Te Aho Matua

Ko tōku rangatiratanga

Ko tōku Pukemirotanga

Ka tū ahau hei raukura mō tōku iwi

E tū ana Te Kura Kaupapa Māori o Pukemiro ki Kaitāia. He tino hononga tō ngā ākonga, te whānau, me ngā kaimahi ki Te Rarawa me Muriwhenua, ā, he mātātoa hoki tō rātou whakanuitanga i ō rātou hononga ki ētahi atu iwi, i tō rātou tuakiri anō hoki.

I te Hui-tanguru o 2013 i oti ai te whakatūnga o te whare hou, te whare whānui hoki mō ngā akomanga o ngā tau 1 ki te 15. He aronga nahanaha tonu tā rātou ki te whakatū haere i te wharekura, ā, i te tau 2013 anō hoki i whakaritea te reanga o te tau 10.

Nā te waihanga wāteatea o te wāhi whakaako me te ako, kua pā mai ngā wero me ngā āhuatanga angitu, ā, e whakamahine tonu ana i tēnei momo whakatakotoranga. Ko te noho wātea o te whare e whai pānga ana ki ngā mahi me ngā tūmanako i te marae, ā, ka hāngai ki te tauutuutu, te whakakotahi, te ngātahi, te tautoko, me te manaaki. Ko te whai wāhi mai o ngā ākonga, te whānau, ngā kaimahi, me ngā kaumātua ki tēnei āhuatanga, e tino whakanuia ana.

Ka noho pūmau te pakari o te ārahitanga ngātahi, puta noa i te kura. He pakari ngā ākonga ki te tū me te kawe i ngā tūranga me ngā kawenga e pā ana ki te ārahitanga. Ka whakamahere hoki i te tauatanga i roto i te ārahitanga. He nui tonu ngā tūmanako o te whānau mō ngā paetae ākonga, ā, e whakatutukihia ana ēnei. Nā te kaha tonu o te whakawhiti whakaaro me te arotake whaiaro, inā koa ki te wharekura, kua auaha te āta whakariterite anō i te whakaako me te ako. E tino whakaritea ana ngā ākonga ki te whakatutuki i te nui o ngā mahi o Te Taumata Mātauranga ā-Motu Kua Taea.

Ka whakapūmautia, ka whakahaerehia hoki Te Kura Kaupapa Māori o Pukemiro, i raro i ngā mātāpono o Te Aho Matua. Ka āta whakarite tonu te whānau kia noho pūmau ai, kia whakatinanahia ai hoki aua mātāpono ki ngā tukanga me ngā whakaritenga katoa o te kura.

  • He tino tikanga whakaaro tō ngā kaiārahi, ā, e whai pānga nui ana tēnei ki te pūmanawa o ia ākonga.
  • Ka whakanui te kura i te whakawhanaketanga o te ākonga, kia mōhio ai rātou ki a rātou anō me ō rātou pūkenga hei whakawhanake ake, kia whakatutukihia ai e rātou ō rātou ake tino pūmanawa.
  • He tākare te ākonga ki te ako ki tētahi taiao e poipoi ana i a ia, ā, e ahu mārika ana i ngā uaratanga me ngā ariā tuku iho o te Māori.
  • He mātau te ākonga ki te whakaaro, te pānui, me te tuhituhi i roto i te reo Māori me te reo Pākehā.
  • He tau te ākonga i roto i tōna mōhiotanga ki ōna tātai whakapapa, me ngā tūmanako, ngā wawata hoki o te whānau, te hapū, me te iwi.
  • He mārama ki te ākonga ngā tirohanga hou, ngā tirohanga tuku iho hoki o te ao Māori, tae atu ki te ao whānui, me te ao māoriori, te ao kikokiko anō hoki.
  • Ka tino whakaongaongatia ā-hinengaro te ākonga, ki tētahi taiao e hāngai pū ana ki te ako.

Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga e āhei ana te poari ki te whakahaere i te kura, i runga i te whai whakaarotanga nui ki ngā ākonga me te Karauna, ā, e āhei ana hoki rātou ki te whakatinana i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, hei wāhanga o te huringa arotake o te wā.

3. He Whakamārama

Te Tauākī o Ngā Putanga o Te Aho Matua

Ka whakapūmautia, ka whakahaerehia hoki e Te Kura Kaupapa Māori o Pukemiro i runga i ngā mātāpono o Te Aho Matua. Ka āta whakarite tonu te whānau i te pūmautanga me te whakatinanatanga o aua mātāpono, ki ngā tukanga me ngā mahi katoa i te kura. Ka hāpai te taiao ako i te ahu whakamua a ngā ākonga ki te whakatutuki i ō rātou ake tino pūmanawatanga katoa – ā-mātauranga, ā-ahurea, ā-tangata, ā-wairua hoki. Nā runga i ngā mātāpono o Te Aho Matua, e whakawhanake ana tō rātou mātau, tō rātou pakari hoki hei ākonga, hei mema hoki o ō rātou whānau, ō rātou hapū, ō rātou iwi hoki.

Te Tirohanga a te Whānau mō Te Aho Matua

Ka hāngai te tirohanga me ngā wawata o te whānau ki te ekenga o ia ākonga ki tōna ake pūmanawatanga. E whakahaere ana te whānau i tētahi kura kaupapa Māori e tino whai hua ana, i runga anō i ngā mātāpono o Te Aho Matua. Ko te tūāpapa o ngā whakaritenga a te whānau, ko te reo Māori, ngā uaratanga, ngā whakapono me ngā tikanga i tuku iho ai i Te Rarawa, i Muriwhenua whānui hoki.

Te Kaupapa Aromātai

Ka arotahi tēnei arotake ki te whai pānga o te wāhi wāteatea hou mō te whakaako me te ako, ki te ako a ngā ākonga, me te āhua o ngā mahi a te whānau, ngā kaimahi, me ngā ākonga ki te whakawhanake i ngā huarahi kia whai hua ai te noho ngātahi ki tēnei taiao.

Ka arotahi hoki te arotake nei ki te whai huatanga o ngā mātāpono pou here o te Muriwhenuatanga ki te whakatutuki tonu i ngā wawata o te hapori o te kura, ā, ka āta tirohia rawatia ki te whai huatanga o ngā mahi kia eke ai ngā ākonga ki te reoruatanga.

4. Ngā Whakaaturanga Aromātai o ngā Kaupapa

Te Whakamahere Rautaki me te Arotake Whaiaro

He mahere rautaki tā te kura, mō ngā tau e rima. Kua tāutuhia ngā tino taumata o ia tau, i runga anō i ngā Aratohu Whakahaere Mātauranga ā-Motu. Ko tētahi tino āhuatanga nui, ko te pakari o ngā mahi ki te whakaemi me te pūrongo i ngā mōhiohio e pā ana ki ngā paetae ākonga. Ka whakamahia aua mōhiohio hei whakamōhio i ngā taumata. Whai muri i te whakatūnga o te kura ki te wāhi hou nei, i whakaritea tētahi tūtohinga hou. Ka kitea te haere tonutanga o ngā mahi arotake whaiaro, puta noa i ngā wāhanga katoa o te kura. I te whānau, ngā kaumātua, ngā kaimahi, me ngā ākonga e tau haere ana ki tō rātou taiao hou, kua nui ake anō te whai pānga o ngā mōhiohio i te arotake whaiaro, hei hāpai i te whakarite i ngā whakataunga.

Ngā paetae ākonga

Ka kitea te pakari o te kura i roto i ngā tau, ki te whakatairanga i ngā paetae ākonga mā te āta whakahāngai i ngā mahi aromatawai. He pai te whakamahinga o ngā ahunga whakamua ki Ngā Whanaketanga Rumaki Māori, ā, he hua o roto i ngā putanga e pā ana ki te reo matatini me te pāngarau. Ka aromatawaihia hoki te reo ā-waha. Ka whakaemihia, ka tātarihia, ka whakamāramahia hoki ngā hōtuku. Nā te pūrongo auau ki te poari i ia te wā, kua tika anō hoki te whakariterite o ngā taumata me ngā whāinga. He tahua pūtea anō hoki mō te haere tonutanga o ngā kaupapa e pā ana ki whakawhanaketanga ngaio, hei hāpai i ngā kaimahi ki te whakapuaki tonu i ngā whakaakoranga me ngā akoranga o te kounga kairangi, mō ngā ākonga. He matawhānui, he hōhonu hoki te kiko o ngā mahi aromatawai e pā ana ki ngā hōtaka a ngā tau 7 ki te 10.

Te ārahitanga

Ka ārahi ngātahi. Tokorua ngā kaiārahi, kotahi anō hoki te kaiwhakahaere matua o ia aronui. Ka whakatauira aua kaiwhakahaere i te pai o ngā whakaritenga ki ā rātou rōpū, ā, ka whai hua anō hoki tō rātou tautoko, tā rātou ārahi tonu i te whakahaeretanga o te whakaako me te ako mā ngā rōpū nunui. He ngāwari, he tūturu hoki te ārahitanga. Ka kitea te whakamahere mō te tauatanga, ā, ka hāpaitia, ka ākina hoki ngā kaimahi katoa ki te whakawhanake i tō rātou māia ki te tū ki te ārahi. He pai te noho mōhio a te tumuaki ki ngā āhuatanga katoa e whai pānga ana ki tōna tūranga. Ka ngākau nui ia ki te whakapuaki i tōna mātanga ki ngā kaimahi, te poari, te whānau, me ngā ākonga. He nui ōna pūkenga hei kaiwhakahaere tari, hei kaiwhakahaere matua, hei tino kaiako hoki, ā, ka āta whakatauira ia i ēnei o ōna pūmanawa mō ngā kaimahi.

Ngā tino whakaaturanga aromātai o ngā kaupapa

Nā te āta whakariterite i ngā ākonga, ngā kaimahi, me te whānau, he ngāwari tonu te whakawhiti atu ki te taiao whakaako, ako hoki hou e whakakotahi ana i tō rātou noho. Nā ngā mahi ngātahi i te wā e waihangatia ana te whakatakotoranga, kua tau te maha o ngā painga mō ngā ākonga, te whānau, me ngā kaimahi. Ka hāngai hoki tēnei ki ngā wāhi hāneanea, me te ngāwari noa ki te whakamahi i aua wāhi mō te maha o ngā tūmomo kaupapa. Ka hāngai mārika taua wāhi ki te ākonga, ā, ka whakatairanga anō hoki i ngā mahi ka whakakotahi i a rātou. Ka āta kitea ngā tikanga o te marae ki te ariā o tōna waihanga. Ka whai hua nui te hononga ki waenga i te tuakana me te teina, ki tētahi taiao e manaaki ana, e poipoi ana hoki i a rātou.

He tika te aroturuki, te aromatawai hoki i te reo Māori, hei arowhai i te ahunga whakamua, i runga i Ngā Whanaketanga Rumaki Reo Māori me te papatau a te kura e pā ana ki te ‘reo ā-waha’. Ka whakapūmautia, ka tautokona hoki te reo ā-iwi o konei e ngā kaumātua, ngā kuia, me ngā kaiārahi i te reo. He māmā noa ki ngā ākonga te tāutu i ētahi atu reo ā-iwi. Ka hihiwa ngā ākonga, ā, e whakawhanake ana rātou i ngā pūkenga ki te aro tōtika ki te whānuitanga o ngā tūmomo horopaki, tae atu ki ngā pōwhiri, te ngana ki te ako, me te āta whakawhiti whakaaro ki ngā pākeke, ki waenga i a rātou anō hoki. He pai te ahu whakamua o ngā taumata mātau, puta noa i te kura. Ahakoa ka whakapuakihia te reo Pākehā ki te tau tuawhitu, ka ū tonu ngā ākonga ki te reo Māori. Ka poipoia ngā ākonga kia reo rua ai rātou, ā, kia mātau hoki rātou ki te reo matatini me te pāngarau i roto i ngā reo e rua.

E whakarite ana te kura i te whānuitanga ake o te hapori i te kura. Ko ngā uaratanga o te manaaki me te tautoko e tino pou here ana i tēnei whakawhanaketanga. Ka tino whakatutuki tētahi whare hauora i te hauora me te waiora o ngā ākonga. Kei reira hoki te whare hākinakina mō te whakapakari tinana o te whānau, me tētahi marae mō ngā hui. He tino hononga tō te whānau ki ngā kura o te hapori, o te Tai Tokerau hoki. He akoranga Te Ataarangi hoki i te kura. Kua waia ngā ākonga ki ō rātou tūranga, ā rātou kawenga mahi hoki i roto i te whānuitanga o ēnei tūmomo hononga.

Ko te Muriwhenuatanga me te Pukemirotanga ngā tino mātāpono e pou here ana i ngā whakaritenga ki te kura. Ka whai pānga ēnei ki te tuakiri ā-tangata o ngā ākonga me te whānau, ā, ka whakakoia hoki i te tino aronga toi whenuatanga, ka whakanui tonu i ngā hononga ki ētahi atu iwi. Kua waia hoki ngā ākonga ki te haereere. I tēnei wā, e whakareri ana tēnei rōpū ki te haere ki Ūropi, ki te whai i ngā tapuwae o ō rātou tūpuna i roto i te Hokowhitu-ā-Tū. He kaupapa rangatira tēnei ki ngā ākonga me ō rātou whānau. E whakatutukihia ana te whakarite kia whai wāhi ai rātou ki te ao whānui, me te whakatinana i te tirohanga ‘ka tū ahau hei raukura mō tōku iwi’.

Ko te noho wātea, whakakotahi hoki o te taiao i te kura, e hāpai ana i te mātātoa me te ngana ki te ako me te whakaako, me te noho wātea mai anō hoki o ngā rauemi o te kounga pai. He wāhi whakakotahi anō hoki, ā, ka mahi ngātahi ngā kaumātua, ngā kaimahi, ngā ākonga, me te whānau i reira. Ko tētahi aronga matua i te arotake o te wāhi wātea i te kura, i whai pānga nui ki te whakanui ake i ngā kawenga a ngā ākonga. Ko te whakatakotoranga nei e hāpai ana i te ngāwari noa ki te whakawhiti atu ki Te Taumata Mātauranga ā-Motu Kua Taea.

He mātanga tō ngā kaiwhakahaere, ā, ka whakatauira rātou ki ā rātou rōpū, ngā rautaki papai e pā ana ki te whakaako me te ako. Ka arotahi, ka ngana, ka tahuri nui hoki ngā ākonga ki te ako. Kei te pēnei hoki te āhua o ngā kaiwhakahaere ki ngā reanga o te tau tahi ki te ono, ā, ka whakatutuki hoki rātou i aua putanga mā te nui ake o te tautoko, te hanganga hoki ki te hōtaka. E mātau haere ana ngā ākonga ki te whakamahi i te hangarau. He tino rauemi ngā papa mōhiohio ki ia wāhi ako. Ka hāpai ngā ākonga i a rātou anō, ā, ka tū māia rātou, ka whai wāhi anō hoki ki te whakatau i ngā whakaritenga e pā ana ki ā rātou akoranga. Ko tētahi āhuatanga e whai hua ana puta noa i te kura, ko te pakari o te arotake whaiaro e kōkirihia ana i ngā wā katoa.

5. Te Whakatau Te Aho Matua a te Whānau ki ngā Wāhanga Tautukunga

He whakamārama

I te wā o te arotake i whakatutukitia e te whānau me ngā kaimahi o Te Kura Kaupapa Māori o Pukemiro, he Tauāki Kupu Tūturu a te Whānau Te Aho Matua, me tētahi Rārangi Arowhai TātariWhaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture, tae atu ki ērā i tāutuhia ai ki ngā tuhinga a te Tāhuhu o te Mātauranga, me ērā atu tuhinga e pā ana ki ngā wāhanga e ono o Te Aho Matua.

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 (tae atu ki te whakahaere whanonga, te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito, me ngā tukanga e pā ana ki ngā amuamu)
  • te haumaru ā-tinana (tae atu ki ngā kaupapa here me ngā tukanga e pā ana ki te mātauranga kei waho atu i te kura, te tāutu i ngā āhuatanga mōrearea, te ārai i ngā whara, ngā aituā, me ngā rongoā)
  • te rēhitatanga o ngā kaiako me ngā whakaritenga
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura.

6. Ngā Taunakitanga

Hei whakapai ake i te āhua o āna mahi, me whai whakaaro te poari ki te:

  • waihanga, te tuhi haere anō hoki i tētahi tikanga whakaaro e whai pānga nui ana ki ngā tūhonohono ki waenga i te marae me te whakakotahitanga o te wāhi ako
  • whakahāngaitanga o te whai wāhitanga a te whānau ki ngā whakaritenga i ngā akomanga, ā, ki te
  • whakakaha ake i te toro atu ki te whakaratonga o Te Ataarangi ki te kura.

7. Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga e āhei ana te poari ki te whakahaere i te kura, i runga i te whai whakaarotanga nui ki ngā ākonga me te Karauna, ā, e āhei ana hoki rātou ki te whakatinana i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, hei wāhanga o te huringa arotake o te wā.

Lynda Pura-Watson

Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

26 Whiringa-ä-rangi 2013

Ngā Kōrero e pā ana ki te kura

Te tūwāhi

Kei Kaitāia

Te tau a te Tāhuhu o te Mātauranga

3114

Te tūmomo kura

He Wharekura Tau 1 ki te 15

Ngā kaiako:

mai i te rārangi ā-kura

ētahi atu

te maha o ngā kaiako

9.62

8

Te rārangi ā-kura

110

Ngā hononga ā-iwi

Māori

Te ira tangata

Tama tāne 58 Kōtiro 52

Ngā āhuatanga motuhake

Kura Kaupapa Māori Te Aho Matua

Te wā i te kura te rōpū arotake

Hōngongoi 2013

Te rā i whakamanahia ai tēnei pūrongo

Whiringa-ā-rangi 2013

Ngā pūrongo o mua a te Tari Arotake Mātauranga

Arotake Mātauranga, Whiringa-ā-nuku 2010

Arotake Mātauranga, 2007

1. Background

Introduction

A Te Aho Matua review evaluates the quality of education received by students and the performance of the Board of Trustees in providing education services.

Reported evaluation of improvements in student learning will be most useful to a board where the board is able to provide reliable achievement information.

2. Te Aho Matua Summary

Ko tōku rangatiratanga My authority and humanity

Ko tōku Pukemirotanga Is the wellspring of my Pukemirotanga

Ka tū ahau hei raukura mō tōku iwi I shall stand as an example of my people.

Te Kura Kaupapa Māori o Pukemiro is located in Kaitaia. Students, whānau and staff have a strong affiliation to Te Rarawa and Muriwhenua while actively acknowledging their inter-tribal connections and identity.

In February 2013 the construction of the new open plan building for year 1 to 15 classes was completed. A staggered approach to the establishment of the wharekura continues with the 2013 establishment of the year 10 class.

The open plan design for teaching and learning has brought challenges, successes and ongoing refinement. The open plan reflects the practices and expectations of the marae where reciprocity, collaboration, co-operation, tautoko and manaaki are prevalent. Students, whānau, staff and kaumātua contribution to this is valued.

Strong leadership is maintained and shared across the kura. Students confidently carry out and accept leadership roles and responsibilities. Succession planning for leadership occurs. The whānau continue to have high expectations for student achievement which are being realised. Consistent discussion and self review particularly in wharekura has resulted in an innovative reorganisation of teaching and learning. Students are being thoroughly prepared to meet the demands of National Certificates of Education Achievement (NCEA).

Te Kura Kaupapa Māori o Pukemiro adheres to and operates according to the principles of Te Aho Matua. Whānau continue to ensure that these principles are embedded and implemented in all kura procedures and practices.

  • There is a sound philosophy shared by the leadership which recognises the potential of each student.

  • The kura promotes student development so they know who they are and the skills needed to develop and realise their potential.

  • The student is enthusiastic about learning in a nurturing environment based on traditional Māori values, and concepts.

  • The student is a competent thinker, reader and writer in both Māori and English

  • The student is secure in the knowledge of ancestral links and the hopes and aspirations of whānau, hapū and iwi.

  • The student understands the contemporary and traditional views of te ao Māori, the wider world and the natural and physical worlds.

  • The student is intellectually stimulated within an environment conducive to learning.

Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

3. Introduction

Te Aho Matua Outcome Statement

Te Kura Kaupapa Māori o Pukemiro adheres to and operates according to the principles of Te Aho Matua. Whānau continue to ensure that these principles are embedded and implemented in all kura procedures and practices. The learning environment supports students to work towards reaching their full potential in all aspects of academic, cultural, social and spiritual life. Consistent with the principles of Te Aho Matua, students are developing as competent and confident learners and members of their whānau, hapū and iwi.

Whānau Te Aho Matua Vision

Whānau vision and aspirations focus on each student reaching their full potential. The whānau operates a highly efficient kura kaupapa Māori, in accordance with the principles of Te Aho Matua. Whānau practices are grounded in te reo Māori, traditional values, beliefs and tikanga of Te Rarawa, Muriwhenua.

Evaluation Kaupapa

This review focuses on the impact on student learning of the new open plan teaching and learning design and how well whānau, staff and students are developing ways of working together in this environment.

The review also focused on how well the underpinning principles of Muriwhenuatanga continues to meet the aspirations of the school’s community with a particular focus on how effectively are students achieving bilingualism.

4. Evaluation Kaupapa Findings

Strategic Planning and Self-Review

The kura has a five year strategic plan. Major targets for each year are identified against the National Administration Guidelines. Strong student achievement information gathering and reporting is a feature. This information is used to inform targets. Since the kura was established on the new site a new charter has been prepared. Ongoing self review is evident across all areas of the kura. As whānau kaumātua, staff and students adjust to their new environment, the use of self review information has become more important to support decision making.

Student Achievement

The kura has a good history of raising student achievement through focussed assessment activity. Ngā Whanaketanga Rumaki Māori progressions are used well with encouraging results for both literacy and numeracy. Oral language is also assessed. Data is gathered, analysed and interpreted. Regular reporting to the board of trustees has resulted in the appropriate preparation of targets and goals. Funding is provided for ongoing professional development to support staff to continue to deliver high quality teaching and learning for students. Assessment tasks for year 7 to 10 programmes are comprehensive, thorough and detailed.

Leadership

Leadership is shared. Each unit has two leaders and a key facilitator. These facilitators model good practice for their team members and provide effective support and guidance to manage large group teaching and learning. Leadership is flexible and honest. Succession planning is evident where all members of staff are supported and encouraged to develop the confidence to undertake lead roles. The principal is well informed about all aspects of her role. She is willing to share her expertise with the staff, board of trustees, whānau and students. She is a highly skilled administrator, manager and classroom practitioner and models these attributes well for her staff.

Specific evaluation kaupapa findings

Thorough preparation of students, staff and whānau has enabled a smooth transition into the open plan teaching and learning environment. Collaboration during the design phase has resulted in multiple benefits for students, whānau and staff. These include comfortable spaces that can be used flexibly. The space is particularly student centred and promotes inclusive practices. Marae tikanga is strongly reflected in the concept of the design. Tuakana teina relationships contribute positively to a caring and nurturing environment.

Te reo Māori is appropriately monitored and assessed to check progress against Ngā Whanaketanga Rumaki Reo Māori and the kura ‘reo ā waha’ matrix. The local dialect is upheld and supported by kaumātua, kuia and kaiārahi i te reo. Students readily recognise other dialects. Students are attentive and are developing skills to respond appropriately in a range of contexts including pōhiri, to engage in learning and effectively communicate with adults and each other. Levels of competence are progressing well throughout the kura. Despite English language being introduced at year 7, students continue to maintain te reo Māori. Students are nurtured to be bilingual and competent in literacy and numeracy in both languages.

The kura is establishing a wider community on site. Manaaki and tautoko are key concepts that underpin this development. A medical centre caters well to student health and wellbeing. A gymnasium for whānau fitness and a marae for hui are available. The whānau have well established relationships with local kura and others in the northern region. Te Ataarangi classes are offered on site. Students are accustomed to their roles and responsibilities in these wider relationships.

Muriwhenuatanga and Pukemirotanga are important principles that underpin kura practice. These reflect the cultural identity of students and whānau and affirm a strong sense of belonging while also acknowledging links to other tribal areas. The students are accustomed to travelling. A group is currently preparing to go to Europe to follow in the footsteps of their tupuna who were members of the Māori Battalion. This has special significance to students and their families. Preparation to be global citizens and fulfil the vision ‘I shall stand as an example of my iwi’ is being realised.

The kura open plan environment supports active and engaged learning and teaching where good quality resources are accessible. There are inclusive spaces where kaumātua, staff, students and whānau work together. A key focus for the review of space in the kura was to give students more responsibility. The physical design supports the easy transition to NCEA.

Skilled facilitators model for their team positive strategies for teaching and learning. Students are focussed, attentive and engaged in learning. Year 1 to 6 groups also have skilled facilitators who achieve the same outcomes with more support and structure in the programme. Students are becoming competent users of technology. Smart boards are a key tool in each area. Students support each other, are confident and contribute to decision making about their learning. Robust ongoing self review is a strength across all areas of the kura.

5. Te Aho Matua Whānau Assurance on Compliance Areas

Overview

During the review, the whānau and staff of Te Kura Kaupapa Māori o Pukemiro completed the Te Aho Matua Whānau Assurance Statement and Self-Audit Checklist. In this document they have attested that they had taken all reasonable steps to meet their legislative requirements including those detailed in Ministry of Education Circulars and other documents related to the six wāhanga of Te Aho Matua.

ERO checked the following items because they have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse, complaints procedures)

  • physical safety (including policies and procedures relating to EOTC, hazard identification, prevention of physical harm, accidents and medication)

  • staff qualifications and organisation

  • stand-downs, suspensions, expulsions and exclusions

  • monitoring of student attendance.

6. Recommendations

In order to improve its performance the board should consider:

  • devising and documenting a philosophy that complements the links between marae and open plan and open plan to marae
  • focussed engagement of whānau in classroom practices and
  • take more advantage of te Ataarangi offered at the kura.

7. Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

Lynda Pura-Watson

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

26/11/2013

About the Kura

Location

Kaitaia

Ministry of Education profile number

3114

Kura type

Wharekura Years 1-15

Teaching staff:

Roll generated entitlement

Other

Number of teachers

9.62

8

Roll number

110

Ethnic composition

Māori

Gender composition

Boys 58

Girls 52

Special features

Kura Kaupapa Māori Te Aho Matua

Review team on site

July 2013

Date of this report

November 2013

Previous ERO reports

Education Review, October 2010

Education Review 2007

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

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

Ko tōku rangatiratanga My authority and humanity

Ko tōku Pukemirotanga Is the wellspring of my Pukemirotanga

Ka tū ahau hei raukura mō tōku iwi I shall stand as an example of my people.

Te Kura Kaupapa Māori o Pukemiro is located in Kaitaia. Students, whānau and staff have a strong affiliation to Te Rarawa and Muriwhenua while actively acknowledging their inter-tribal connections and identity.

In February 2013 the construction of the new open plan building for year 1 to 15 classes was completed. A staggered approach to the establishment of the wharekura continues with the 2013 establishment of the year 10 class.

The open plan design for teaching and learning has brought challenges, successes and ongoing refinement. The open plan reflects the practices and expectations of the marae where reciprocity, collaboration, co-operation, tautoko and manaaki are prevalent. Students, whānau, staff and kaumātua contribution to this is valued.

Strong leadership is maintained and shared across the kura. Students confidently carry out and accept leadership roles and responsibilities. Succession planning for leadership occurs. The whānau continue to have high expectations for student achievement which are being realised. Consistent discussion and self review particularly in wharekura has resulted in an innovative reorganisation of teaching and learning. Students are being thoroughly prepared to meet the demands of National Certificates of Education Achievement (NCEA).

Te Kura Kaupapa Māori o Pukemiro adheres to and operates according to the principles of Te Aho Matua. Whānau continue to ensure that these principles are embedded and implemented in all kura procedures and practices.

  • There is a sound philosophy shared by the leadership which recognises the potential of each student.

  • The kura promotes student development so they know who they are and the skills needed to develop and realise their potential.

  • The student is enthusiastic about learning in a nurturing environment based on traditional Māori values, and concepts.

  • The student is a competent thinker, reader and writer in both Māori and English

  • The student is secure in the knowledge of ancestral links and the hopes and aspirations of whānau, hapū and iwi.

  • The student understands the contemporary and traditional views of te ao Māori, the wider world and the natural and physical worlds.

  • The student is intellectually stimulated within an environment conducive to learning.

Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

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.

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

Lynda Pura Watson

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

1. He Whakamārama

Te Whānuitanga Atu

E aro mātai ana te arotake Te Aho Matua i te kounga o te mātauranga e āhei ana ki ngā ākonga, me te āhua o te whānau ki te whakarato ratonga mātauranga.

Ko ngā āhuatanga pakari e pā ana ki te akoranga ākonga ka puta i te pūrongo aromātai, ka tino whai hua ki te whānau inā ka taea te whakarato mōhiohio pono e pā ana ki ngā putanga iho ākonga.

I whakaritea tānei pūrongo arotake Te Aho Matua i runga i ngā paerewa whakahaerenga kua whakamanatia e te Āpiha Kaiarotake Matua.

Ngā Kōrero mō te Kura

Kei hea

Kaitaia

Te tatau a te Tāhuhu o te Mātauranga

3114

Te tūmomo kura

He kura tuatahi (Tau 1 – 8)

Ngā kaiako:

Mai i te rārangi ingoa

Ētahi atu Te maha o ngā kaiako

 

6.10-6.20

7

Te maha o ngā ākonga

88

Te Ira Tangata

Māori 88

Pākeha Hamoa 3

Niue 1

Ngā hononga ā-iwi

Ngā Tama 42

Ngā Kotiro 46

Ngā āhuatanga motuhake

He kura kaupapa Māori Te Aho Matua

Te marama me te tau i te kura te rōpū arotake

Here turi kōka 2010

Te wā i whakamanahia tēnei pūrongo

29 Whiringa-ā-nuku 2010

Ngā pūrongo a te Tari Arotake Mātauranga o mua atu

Arotake Mātauranga 2007

*Decile 1 kuras draw their students from areas of greatest socio-economic disadvantage, Decile 10 from areas of least socio-economic disadvantage.

2. He Whakarāpopototanga Te Aho Matua

He Kuaka Mārangaranga

Ka oho te Kuaka (2000)

Nā wai ka heke anō te Kuaka ki tōna tāhuna Te Rangianiwaniwa (2002)

Ka whai huruhuru te Kuaka ka hoki anō ki Te Rarawa (2003)

Ka mārewa te Kuaka

Kua rere te Kuaka (2010)

Kei Kaitaia Te Kura Kaupapa Māori o Pukemiro. He kaha te honohono o ngā akonga, ngā whānau me ngā kaimahi ki Te Rarawa me Muriwhenua engari kua mea mai rātou nō ngā iwi katoa o tēnei rohe kē rātou. I tēnei wā kei te tū te kura ki tētahi whenua koroua i Moumoukai. He whenua tuku iho tēnei hei wāhi akoranga mō te whānau nei.

He kaha te kaihautūtanga i roto i te kura. He pai te hāpai a te whānau me te hapori i ngā tūmanako kia eke ngā akonga ki ngā taumata paetae. He pai te whakahaere i ngā tukanga mō te kohikohi, te tātari, me te whakamārama i ngā hōtuku paetae. He tākare, he māia, he pai hoki ki ngā akonga te ako. Nā te mahana o te āhua puta noa i te kura kua kaha hoki te toi whenua o te whānau ki tēnei kura.

E piripono ana, e whakahaere ana Te Kura Kaupapa Māori o Pukemiro ki ngā mātāpono o Te Aho Matua. Ka āhei tonu te whānau kia mau, ā, kia whakatinanatia ēnei mātāpono ki ngā mahi me ngā tukanga katoa o te kura.

He āhuatanga whakahirahira te noho ngātahi a ngā kaumātua, ngā kaiako, ngā mātua me ngā ākonga hoki ki te ako.E ngākaunui ana te whānau o te kura kia māia ngā akonga ki te kōrero i te reo Māori, ngā tikanga me ngā kawa a te Māori i roto i o rātou wheako akoranga katoa. Kei te pūtake o ngā mahi o te whānau ko te arotahi ki te whanaketanga katoa o te akonga kia eke rātou ki ngā taumata tiketike e tika ana mā rātou.

E āhukahuka ana te rapunga whakaaro pūmau e tautokotia ana e ngā kaiwhakahaere ki te āhua ake o tēna, o tēna o ngā akonga. E whakatairanga ana te kura i te whanaketanga o tēnei āhuatanga ake kia mōhio ai ngā akonga ko wai rātou, he aha hoki ngā pukenga hei whakapakari ake i roto ia rātou kia noho rātou he kirirarau ki Aotearoa.

  • Kei te mōhio ngā akonga ko te tikanga ko wai rātou ka whakaawe i te whanaketanga o te hōtaka akoranga.
  • He reo kōrero tā ngā akonga.
  • E kitea ana te hiahia o ngā akonga ki te ako.
  • Kei te harikoa ngā akonga ki tā rātou taiao akoranga.
  • Ka tiri ngā akonga i o rātou wheako akoranga me o rātou whānau.
  • Ka whai wāhi ngā akonga ki ngā mahi e whakaata ana i ngā tikanga me ngā wāriu a te Māori.

Ngā Mahi Hei Mahi ā Meake Nei

E whakapono ana te Tari Arotake Mātauranga ka taea e te whānau te whakahaere i te kura hei painga mō ngā tamariki me te Karauna, ā, me te whakatinana i ngā wāhanga hei whakapai ake kua takoto ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura i roto i ngā tau e toru.

3. Ngā Kitenga Aromātai a Kaupapa

Te Tauāki o Ngā Putanga o Te Aho Matua

Kei te whakahaeretia Te Kura Kaupapa Māori o Pukemiro i raro o ngā mātāpono o Te Aho Matua. Ka ahei te poari, te whānau, me ngā kaimahi kia mau, ā, kia whakatinana ēnei mātāpono ki ngā mahi me ngā tukanga katoa o te kura. Ka mahi ngā akonga ki tētahi taiao e taea ai e rātou te eke ki ngā taumata mātauranga, ahurea, papori, wairua katoa. Nō reira, kei te puāwai ngā akonga kia mōhio, kia maia, ā, kia tū hoki hei mema o o rātou whānau, hapu, iwi i raro i te korowai o Te Aho Matua.

Te Matakite a Te Whānau mō Te Aho Matua

Kua rere te Kuaka

Ko te tirohanga whānui a te whānau kia piki a rātou tamariki ki ngā taumata o te mātauranga. E whakahaere ana te whānau i tētahi tino kura e ai ki ngā mātāpono o Te Aho Matua. Kei te tūāpapa o ngā mahi o te whānau ko te reo tūturu, ngā wāriu o neherā, ngā whakapono me ngā tikanga o Te Rarawa, Muriwhenua.

Te Kaupapa e Aromātaitia Ana

E arotahi ana tēnei arotake ki te kaha o te kaupapa o te Pukemirotanga ki te whakatairanga i te ako, te taute, te ahunga whakamua, me te te eke o te akonga ki ngā paetae. I whakamahere tōtika ngā kaiwhakahaere i te kura i tēnei arotake mā te honohono i ngā mātāpono o Te Aho Matua ki ngā putanga arotake whaiaro i runga i te tino arotahi ki te ako o te akonga me te whakaako hoki i a ia. Ko ngā āhuatanga katoa o te aromatawai me tōna whakarato kōrero whai hua me te whakamana i ngā whakapono o te kura ētahi āhuatanga matua o tēnei arotake.

E tīpako ana ngā whāinga rautaki puta noa i ngā tau e whā e heke mai nei i te reo matatini me te reo-a-waha ki, kei runga noa atu rānei i te tau hea a motu. Kei te ngākaunui te whānau o te kura ki te whkarewa ake i te paetae o ngā akonga.

4. Ngā Whakaaturanga a Ngā Aromātai o Ngā Kaupapa

Ngā Tino Uaratanga

Kua eke ngā akonga nei ki ngā taumata o te mātauranga, ā, kei te whakatauira rātou i ngā tumanako me ngā wawata o tō rātou iwi.

Te Whakamahere Rautaki me te Arotake Whaiaro.

He whānui te tuhinga rautaki a te kura mō tēna, mō tēna wāhi whakahaere a te kura.

He rite tonu te tuhi me te arotake i ngā rautaki me ngā whāinga a Te Poari Whakahaere mō te kura. Ko ētahi o ēnei ko ngā whāinga matua a te kura puta noa i ngā tau e rima kei mua i a rātou. He mārama te whakamahine o ngā whāinga rautaki marautanga. E hāngai ana te tutohinga, te mahere rautaki, te mahere a tau, tae atu ana ki te wetewete tīhoitanga me ngā pūrongo a te tumuaki, ki te whānui o ngā whāinga mō te wa roa me te wa poto me ngā pironga ako, paetae hoki mō ngā akonga. Mā te aroturuki, te tuku pūrongo me te arotake i ngā mahi a kura e whakarato i ngā kōrero whai kounga hei arahi me te hāpai i ngā whakataunga kaupapa i ngā taumata a poari, a kaimahi, a akonga.

He takawaenga te tumuaki ki te arahi me te hāpai i te poari me te whānau ki te tākoha mātātoa me te whai wāhi ki ngā mahi katoa o te kura hei painga mō ngā akonga katoa.

Ka whakarato ngā mahi whakamahere pakari me te arotahi ki ngā mahi arotake whaiaro i ngā putanga kei runga noa atu mō ngā akonga. Ka noho a Te Aho Matua, te mātauranga me ngā tikanga a te Māori nō Te Rarawa me Muriwhenua ake hei pou here mō ēnei mahi.

Te Ira Tangata

Ka taea e ngā akonga te whakapakari ake i o rātou oranga a tinana, a wairua, a whatumanawa hoki. Kei te mōhio rātou ki o rātou ake motuhakenga mai i ngā wheako me ngā taunekeneke takatika ka rangona e rātou.

E whakarato ana te whānau me ngā kaimahi i tētahi taiao akoranga poipoi, tiaki hoki i ngā akonga. Ka arahi ngā wariu me ngā whakapono o Te Aho Matua i te whānau me ngā kaimahi i a rātou mahi whakahaere, whakawhanake, me te poipoi i a rātou whanaungatanga me te aroturuki i ngā whanonga a ngā akonga. Ka mahi tahi tēna, ko tēna o ngā kaimahi me te whānau ki te hāpai i te oranga o ngā akonga. He mea whakaute, mahana, hāpai ngā whanaungatanga i te kura.

He harikoa, he kaha whai wāhi hoki ngā akonga. Ka whai wāhi rātou ki ngā mahi whakatau kaupapa e ai kia rātou. He kaiuru mātātoa ngā kaimahi ki ngā akoranga. He kaha rātou ki te whakautu ki ngā matea o ngā akonga. He pai te āhua o ngā wāhi o ro whare, o waho hoki mō ngā akonga.

He rite, he mahinga ngatahi hoki ngā mahi whakamahere puta noa i te kura. Ka kitea te ngākaunuitanga o ngā kaimahi ki te whakarato i ngā hōtaka akoranga, hōtaka whakaako kounga kairanga mō ngā akonga i roto i ngā mahi aromatawai me te aromātai. Ka wetewetehia ngā hōtuku aromatawai, ā, ka whakamahia ngā kōrero paetae hei whakapai ake i ngā hōtaka akoranga.

  • Ki tā ngā akonga, ko te karakia, te himene, te waiata, me te mihimihi ētahi āhuatanga ake o a rātou tipuranga. Kei te mōhio rātou ki te nui o te whanaungatanga, me te noho a tuakana, taina i roto i o rātou mahi katoa.
  • Ka whai wāhi ngā akonga ki ngā mahi e whakaatu ana i ngā tikanga me ngā wariu a te Māori.
  • Kei te mōhio ngā akonga ko te tikanga ko wai rātou ka whakaawe i te whanaketanga o te hōtaka akoranga.
  • E kitea ana te hiahia o ngā akonga ki te ako.
  • Kei te harikoa ngā akonga ki tā rātou taiao akoranga.

Kei te whakarato tōtika te whānau i tētahi taiao poipoi me te taiao akiaki i te akonga ki te ako.

Te Reo Māori

E tohua tauwhaiti ana te tutohinga, te mahere rautaki me te mahere a tau i te take ki te pūmau me te whakapakari ake i te reo o Ngāpuhi whānui.

  • Ko te reo Māori te reo o te kura.
  • He ataahua te rongo ki te mita me ngā āhuatanga o te reo ake o Pukemiro me te whakamana i a Te Rarawa me Muriwhenua.
  • He ataahua te rongo ki te manawataki, te rere, te tangi o te reo o ngā kaimahi me ngā kaiako i a rātou e kōrero ana ki ngā akonga.
  • Kua mea mai ngā kaiako kua tae mai te wa kia tahuri mātātoa te whānau ki te aromatawai i te kaha o te reo o ngā akonga.
  • He takatika te hāpai a te whānau i te puāwaitanga me te whanaketanga o te reo Māori.

He mea nui te mana o ngā kaumātua i te kura. He motuhake o rātou whanaungatanga me ngā akonga. Ka kitea o rātou āhuatanga nō neherā e pā ana ki te tiaki, te poipoi me te ako.He āhuatanga whakahirahira te noho ngātahi a ngā kaumātua, ngā kaiako, ngā kaimahi, ngā mātua me ngā ākonga hoki ki te ako.

Ka arotahi ngā kaiako ki te whakapakari ake i ngā pukenga reo o ngā akonga mā te hurahi whakakotahi i te ako me te whakaako. Ka whakamahi rātou i te pohewa, te reo a tinana me te horopaki hei whakamarama i te tikanga me te whakamahi o te reo. He mea tuhura mā rātou a mea ake nei ko te huarahi hopu reo tuarua.

Kua whakautu te kura ki ngā tono a ngā mātua mō tētahi hōtaka reo Ingarihi mō ngā akonga tuakana. Ka noho ēnei karaehe ki ngā wahanga e rua i te wiki. He mea kei reira hei whakapakari tonu kia tutukina ngā matea me ngā ngākaunuitanga o ngā akonga kua tāutuhia e rātou.

  • Ka whakarongo, ka whakautu, ka tuhura, ka whakawhaiti kōrero hoki ngā akonga i te reo.
  • He pūkākā ngā akonga ki te kōrero, te taute me te kimi whaiwahitanga mā rātou ki te kōrero i te reo Māori.
  • Ka whai wāhi ngā akonga ki te whānui o ngā āhuatanga whakawhitinga kōrero pera i te kōrero paki, te kōrero okawa, te kōrero ōpaki me te kōrero ki te aroaro o te hunga tangata.
  • He maia ngā akonga ki te kōrero i te reo.
  • He maia ngā akonga ki te kōrero i te reo Māori.

Ngā Iwi

Kei te mōhio ngā akonga ki o rātou hononga whakapapa me ngā moemoea a o rātou whānau, hapū, iwi mā rātou.

Ka noho te whakawhanaketanga o te Pukemirotanga, hei aronga tahi mō te marautanga, hei pou here mō te mōhio ko wai koe, te toi whenua me te mōhio ki ngā āhuatanga motuhake, ngā tohu, ngā pakiwaitara, me ngā waiata o Pukemiro. Kei te whānuitanga o te marautanga ko te iwi, te marae, ngā whakairo o Te Rarawa, Te Tiriti o Waitangi, ngā tikanga tiaki i a Papatuanuku, me ngā kereme kei mua i te Taraipiunara o Waitangi i tēnei wa. Kei ngā kaupapa katoa nei te tikanga mō te ako o te akonga me te whakaako i a ia.

Ka taea e ngā akonga te whakahua mārama i te pākaha o ngā kōrero hitori o a rātou tipuna. Mā te haereere ki ngā wāhi motuhake ka rongo ngā akonga ki te wairua o ēnei wāhi. Ka kitea ēnei wheako o ngā akonga i roto i o rātou mahi toi, a rātou tuhituhi, ngā whakaahua me ngā whakaaturanga. Ka whai wāhi ngā akonga ki te whakawhanaunga ki ngā marae me ngā kura o te rohe i ia wa. Ka whai wāhi hoki te kura ki ngā hui me ngā hākari a rohe.

He pai te mahinga tahi a te whānau, te poari me te tumuaki. E hāngai marama ana ngā mahi whakatau kaupapa a te poari ki te whakapai ake i ngā putanga mō ngā akonga. He pakari ngā mahi me ngā pūnaha arotake whaiaro. Ka whai rātou i tētahi huarahi rautaki hei aroturuki i tā rātou ahunga whakamua ki te whakatutuki i o rātou whāinga. Ka tohaina tōtika te whānau o te kura i ngā rauemi hei whakatutuki i ngā matea kua tāutuhia. Kei te mōhio rātou ki o rātou whakaaetanga a ture me te kawe i o rātou turanga me o rātou kawenga.

  • Ka whakawhiti kōrero ngā akonga mō ngā tauwhāinga a hitori, a ahurea, a tōrangapu, a ohanga hoki me ngā hononga kia rātou.
  • Ka whai wāhi ngā akonga ki te whānui o ngā tauwhāinga a whānau, a hapū, a iwi.
  • Ka kōrero ngā akonga ki o rātou whānau e pā ana ki o rātou wheako akoranga.
  • Ka kōrero ngā akonga mō o rātou hononga a hapū, a iwi me te whakawhiti kōrero mō o rātou hononga ki ētahi atu.

Te Ao

Ka whakamatau mātātoa me te tuhura maia nei ngā akonga i te Ao Māori me te Ao Whānui.

Nā te whakamahi whānui i ngā mea hangarau i tōtika te:

  • whakaihiihi me te whakawero i te ako o ngā akonga;
  • whakawhānui i te mohiotanga ki ngā ariā me ngā whakaaro pūtaiao, pangarau hoki;
  • aki i ngā mahi rangahau;
  • whakaatu i te hāngoretanga o te hōtaka ki te whai wāhi ki ngā mahi kua whakamaheretia, me ngā mahi kāore i whakamaheretia; me
  • te hanga i tētahi huarahi tōtika mō te pupuri kōrero pēra i ngā kopae a ngā akonga kua mahia ki te rorohiko hei mea kōrero me te whakamahere ngātahi.

He maia te whakamahi a ngā akonga i ngā mea hangarau.

Nā ngā pukenga me ngā ngākaunuitanga ake o ia kaimahi i whakatairanga i te ako mā te kōrero pūrākau, te mahi toi me te waiata. Nā ēnei huarahi ka uru ngā akonga ki te ao Māori me ngā ao kei tua atu.

  • He pai ki ngā akonga te whānui o ngā wheako akoranga.
  • Ka kitea te hiahia o ngā akonga ki te ako i ngā aria pangarau, putaiao me te hangarau.
  • He auaha te whakautu a ngā akonga ki ngā pātai e pā ana ki ngā tirohanga whānui a te ao Māori me te ao whānui.

Āhuatanga Ako

E ngākaunui ana te tumuaki ki āna kaimahi, te whānau me āna akonga. Kei te whai mana ōna mahi ki ngā whanaketanga puta noa i te kura, me ngā mahi o te kura. Ka kitea tōna mātauranga, tōna panoni hou, tōna matakite me te mārama o tōna tirohanga roa ki ngā whanaketanga a mea ake nei hei painga mō ngā akonga. Ka arotahi te ako ngaiotanga o ngā kaiako ki te marautanga, te whakaako me te ako me ngā putanga mō ngā akonga. E akiakitia ana ngā whānau ki te whai wāhi ki tēnei huarahi akoranga.

He whānui, he āmiki hoki ngā mahi whakamahere puta noa i te kura. Kei te pūtake o ngā mahi whakapakari i te ako me te whanaketanga o ngā akonga ko Te Marautanga o Aotearoa. Kei te titiro hoki ngā kaimahi o te kura ki tētahi marautanga nō te rohe tonu me te whakawhiti kōrero e pā ana ki ōna whakaritenga me te whakatinanatanga.

Kua reri, kua rite hoki ngā kaimahi ki te tuku i ngā hōtaka akoranga. Ka whakamahere rātou, kātahi ka whakarato rātou i ngā wheako akoranga e whai kounga kairangi ana e hāngai ana, e tika ana mā ngā akonga. Ka whakamahi hoki rātou i ngā rauemi me ngā taputapu e tika ana.

He ataahua, he wāhi tika ngā wāhi hei whakaako me te ako.

Ka whakamahi ngā kaimahi i ngā rautaki angitū e pā ana ki te whakaako me te ako hei whakaihiihi me te akiaki i ngā akonga ki te whai wāhi ki ngā mahi. Ko ētahi o ēnei ko te:

  • tiri i ngā hiahia ako me ngā paearu angitū e hāngai ana ki ēnei;
  • mahi me ngā rōpū paku, ngā rōpū nui, te mahi takitahi, takirua hoki;
  • mahi me te papa rorohiko;
  • mahi whakaari, te kōrero pūrākau, te mahi toi me te waiata;
  • whakatauira i ngā pātai pai; me
  • te āta whakaaro.

Ka whakamana ngā anga aromatawai mai i ngā momo aromatawai i ngā mahi e mahia ana i tēnei wā me ngā mahi o neherā. He pai te tātaki me te ahunga o te tumuaki ki te whakahaere i te rautaki aromatawai. Ka kohikohi ngā kōrero aromatawai, kātahi ka wetewete me te whakamārama hei tāutu me te āwhina i ngā whakataunga kaupapa me te ako tōtika. Ka mōhio pai ngā akonga ki o rātou ahunga whakamua me o rātou paetae. E hāngai ana ngā tino tumanako ki te takatika o te taiao akoranga me ngā whanaungatanga takatika hoki.

Ka tuku pūrongo ki te poari, ngā mātua, te whānau me ngā akonga mā te panoni hou me te whai hua o te whakamahi i ngā hangarau, ngā pūrongo a hiko, ngā uiui me ngā panui. Kei te whanake haere hoki ngā aromatawai tawhito e pā ana ki ngā mahi i te marae. He tino tāngata ngā kaumātua o te hapori hei kaipupuri i ngā mātauranga Māori.

Ngā wahanga he whakawhanake

Me tahuri te whānau o te kura ki te whakatairanga tonu i ngā mahi whakaako pai mā te hāpai me te akiaki i ngā kaimahi ki te:

  • whakapakari ake i o rātou pukenga tukanga aromatawai;
  • arotake i te hōtaka Ingarihi me tōna whakatinanatanga; me
  • te aroturuki i ngā urupare i ia wa e pā ana ki ngā taumata o ngā puka mahi a ngā akonga.

Te Aheinga ki te Whakapuaki i Te Marautanga o Aotearoa(TMOA)

Kua puku mahi te kura ki te whakatinana i TMOA me te mahi tahi me NWRM hei te tau 2011. Kua mahi te tumuaki me ngā kaiako me ngā kairatonga o waho atu i te kura. Ka arotahi ngā hui a kaimahi ki ngā hōtaka whakaako me te ako e hono ana ki TMOA. He tukanga whakawhanaketanga roa mā te whakatinana me te arotake, te hono i te TMOA, te NWRM me te marautanga o te kura.

Kei te puare ngā rangi whakawhanake ngaiotanga mā ngā kaiako ki te whānau kia whai wāhi rātou ki te huarahi akoranga e pā ana ki te marautanga me te NWRM. E kitea ana ētahi o ngā āhuatanga o TMOA i roto i ngā whanaketanga o te marautanga o te rohe. Ka whakaritea ngā hōtaka akoranga me ngā wheako mā ngā akonga i runga i ēnei āhuatanga. Kua hāngai pū te kura ki te titiro ki tōna marautanga a rohe me te whai whakaaro ki ngā mahi hei mahia mā rātou.

5. Ngā Tūtohutanga

Hei whakapai ake i ngā mahi whakaako me tahuri te poari whakahaere ki te hāpai me te akiaki i ngā kaimahi ki te:

  1. whakapakari ake i o rātou pukenga tukanga aromatawai;
  2. arotake i te hōtaka Ingarihi kei a rātou i tēnei wa; me te
  3. aroturuki i ngā tukanga urupare e pā ana ki ngā taumata a ngā puka mahi a ngā akonga.

 

6. Ngā Mahi Hei Mahi a Mea Ake Nei

E whakapono ana te Tari Arotake Mātauranga ka taea e te whānau te whakahaere i te kōhanga, i te kura me te wharekura hei painga mō ngā tamariki me te Karauna, ā, me te whakatinana i ngā wāhanga hei whakapai ake kua takoto ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga, te kura hei wāhanga o te huringa arotake o te wā.

Makere Smith

Te Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

1. Background

Introduction

A Te Aho Matua review evaluates the quality of education received by students and the performance of the Board of Trustees in providing education services.

Reported evaluation of improvements in student learning will be most useful to a board where the board is able to provide reliable achievement information.

This Te Aho Matua review report was prepared in accordance with standard procedures approved by the Chief Review Officer.

About the Kura

Location

Kaitaia

Ministry of Education profile number

3114

Kura type

Full Primary (Years 1-8)

Teaching staff:

Roll generated entitlement

Number of teachers

 

6.10-6.20

7

Roll number

88

Ethnic composition

Māori 80 Pakeha 4 Samoan 3 Niuean 1

Gender composition

Boys 42

Girls 46

Special features

He Kura Kaupapa Māori Te Aho Matua

Review team on site

August 2010

Date of this report

29 October 2010

Previous ERO reports

Education Review 2007

*Decile 1 kuras draw their students from areas of greatest socio-economic disadvantage, Decile 10 from areas of least socio-economic disadvantage.

2. Te Aho Matua Summary

He Kuaka Mārangaranga

Ka oho te Kuaka (2000)

Nā wai ka heke ano te Kuaka ki tōna tāhuna Te Rangianiwaniwa (2002)

Ka whai huruhuru te Kuaka ka hoki anō ki Te Rarawa (2003)

Ka mārewa te Kuaka

Kua rere te Kuaka (2010)

Te Kura Kaupapa Māori o Pukemiro is located in Kaitaia. Students, whānau and staff have a strong affiliation to Te Rarawa and Muriwhenua while acknowledging inter-tribal connections and identity. The kura is currently situated on ancestral land at Moumoukai, which provides a rich historical environment for learning.

Leadership is strong. Expectations for high student achievement are well supported by whānau and the community. Processes for gathering, analysis and interpretation of achievement data are efficiently managed. Students are enthusiastic, confident, and enjoy learning. A warm nurturing tone across the kura generates a strong sense of belonging.

Te Kura Kaupapa Māori o Pukemiro adheres to and operates according to the principles of Te Aho Matua. Whānau continue to ensure that these principles are embedded and implemented in all kura procedures and practices.

Intergenerational learning through kaumātua, kaimahi, kaiako, parents and students is a highlight. Kura whānau are strongly committed to enabling students to confidently use te reo Māori, tikanga and kawa in all their teaching and learning experiences. Central to the work of the whānau, is the focus on students holistic development to enable them to reach their full potential.

A sound philosophy, shared by the leadership, recognises each student as unique. The kura promotes the development of this uniqueness so students know who they are and what skills they need to develop to become good citizens.

  • Students are aware that who they are influences the development of the learning programme.
  • Students have a voice.
  • Students display an enthusiasm for learning.
  • Students are happy in their learning environment.
  • Students share their learning experiences with whānau.
  • Students participate in activities that reflect tikanga practices and values.

Future Action

ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.

3. Evaluation Kaupapa Findings

Te Aho Matua Outcome Statement

Te Kura Kaupapa Māori o Pukemiro operates in accordance with principles of Te Aho Matua. The board, the whānau and staff ensure that these principles are embedded and implemented in all kura procedures and practices. Students work in an environment, which enables them to work towards reaching their full potential in all aspects of academic, cultural, social and spiritual life. Consequently, students are developing as competent and confident learners and members of their whānau, hapū and iwi under the mantle of Te Aho Matua.

Whānau Te Aho Matua Vision

Kua rere te Kuaka

Whānau vision and aspirations focus on each student reaching their full potential. The whānau operates a highly efficient kura kaupapa Māori, in accordance with the principles of Te Aho Matua. Whānau practices are grounded in te reo tūturu, traditional values, beliefs and tikanga of Te Rarawa, Muriwhenua.

Evaluation Kaupapa

This review focuses on how effectively the kaupapa of Pukemirotanga promotes student learning, engagement, progress and achievement. The leadership and whānau effectively planned the review by linking Te Aho Matua principles to self review outcomes with a strong focus on student learning and teaching. Assessment in all its various forms, and how this provides good information and validates kura beliefs and practice, are key elements of this review.

Strategic goals over the next four years highlight increasing literacy, numeracy and te reo ā-waha to, at or above the national average. The kura whānau are committed to raising student achievement.

4. Evaluation Kaupapa Findings

Ngā Tino Uaratanga

Students are high achievers who exemplify the hopes and aspirations of their people.

Strategic Planning and Self-Review

There is comprehensive strategic documentation for each area of kura operations.

Board of Trustees strategies and targets for 2010 are consistently documented and reviewed. These include major specific kura priorities over a five year period. The curriculum strategic goals are clearly defined. The charter, strategic plan and annual plan, including the analysis of variance and the principal’s reports, focus on a wide range of long and short-term strategic goals and targets for students learning and achievement. Regular monitoring, reporting and reviewing of kura practices, provides quality information to guide and inform decision-making at board, staff and student levels.

The principal is instrumental in guiding and supporting the board and whānau to actively contribute and participate in all areas of kura life, for the benefit of every student.

Robust strategic planning and self review focus on providing the best outcomes for students. These actions are strongly underpinned by Te Aho Matua, mātauranga and tikanga Māori specific to Te Rarawa and Muriwhenua.

Te Ira Tangata

At this kura, students are able to develop their physical, spiritual and emotional wellbeing. They are aware of their individual uniqueness through positive experiences and interactions.

The whānau and staff provide a nurturing and caring learning environment for students. Te Aho Matua values and beliefs guide whānau and staff in the way they manage, develop, and maintain relationships and monitor student behaviour. Each member of the staff and whānau collaboratively contribute to the overall wellbeing of students in their own special way. Relationships are respectful, warm and supportive.

Students are happy engaged learners. They are involved in decision-making as it relates to them. Staff are active participants in learning. They are responsive to student needs. Indoor and outdoor spaces are presented well for the students.

Kura wide planning is consistent and collaborative. Assessment and evaluation practices indicate staff commitment to provide quality learning and teaching programmes for students. Achievement data is analysed, and achievement information is used to improve learning programmes.

  • Students value karakia, himene, waiata and mihimihi as a normal part of their development. They know that whanaungatanga and tuakana, teina relations are an integral part of what they do.
  • Students participate in activities that reflect tikanga practices and values.
  • Students are aware that who they are influences the development of the learning programme.
  • Students display an enthusiasm for learning.
  • Students are happy in their learning environment.

The whānau effectively provides students with a nurturing environment and encourages an enthusiasm for learning.

Te Reo Māori

The charter, strategic and annual plans make specific reference to adhering to and developing te reo o Ngāpuhi whānui.

  • Te reo Māori is the language of the kura.
  • Dialect and nuances of Pukemiro are modelled well and acknowledge Te Rarawa and Muriwhenua.
  • The kaimahi and kaiako bring a range of te reo rhythm, pace, intonation and authentic models for students.
  • Kaiako declare it is timely for whānau to have an active role in assessing te reo Māori competency of students.
  • There is positive whānau support for te reo Māori growth and development.

The presence of kaumātua is valued. They have special relationships with students and model traditional ways of caring, nurturing and learning. Intergenerational learning through kaumātua, kaimahi, kaiako, parents and students is a highlight of the kura..

Kaiako focus on building students’ language skills through an integrated approach to learning and teaching. Imagery, body language and context are used to clarify meaning and use. Second language acquisition methodology is to be explored in the future.

The kura has responded to parent requests for an English programme for senior students. This provides two periods a week. Further development is required to meet the identified needs and interests of students.

  • Students listen, respond to, explore and discuss language.
  • Students are passionate about te reo Maori speaking, engaging and actively seeking opportunities to speak.
  • Students engage in a range of verbal exchanges, which are conversational, formal and informal and to an audience.
  • Students use language confidently.
  • Students are confident in using te reo Māori.

Ngā Iwi

Students are secure in the knowledge of their ancestral links and the aspirations of their whānau, hapū and iwi.

The development of Pukemirotanga as a curriculum focus underpins knowledge of identity, belonging and knowing unique aspects, icons and important stories and waiata about Pukemiro. A broader scope of the curriculum includes iwi, marae, ngā whakairo (carvings) o Te Rarawa, Te Tiriti o Waitangi, conservation practices and current Waitangi Tribunal claims. These all have practical relevance for student learning and teaching.

Students are able to clearly articulate the impact of historic events and stories about tupuna. Planned outings to significant sites provide practical learning experiences. Art, writing, photographs and displays highlight and reflect students’ experiences well. Regular contact with marae and other kura present opportunities for whanaungatanga. The kura whānau also participate in local and regional events and celebrations.

The whānau, the board and the principal work well together as a collaborative and cohesive team. Board decision-making is clearly focused on improving student outcomes. Self review practices and systems are robust. They use a strategic approach to monitor progress toward achieving goals. The kura whānau allocate resources appropriately to meet identified needs. They recognise their legal obligations and undertake their roles and responsibilities well.

  • Students discuss historical, cultural, political, social and economic events and links to their heritage.
  • Students attend a range of whānau, hapū and iwi events.
  • Students share their learning experiences with whānau.
  • Students describe their hapū and iwi connections and also discuss their links to others.

Te Ao

Students actively investigate and confidently explore te Ao Māori and te Ao Whānui.

The extensive use of technology effectively:

  • motivates and challenges student learning;
  • extends knowledge of scientific and mathematical concepts and ideas;
  • prompts research;
  • demonstrates programme flexibility to accommodate planned and unplanned events; and
  • creates an efficient medium for storing information such as digitised student profiles, for communication and collaborative planning.

Students use technology confidently.

Individual kaimahi skills and interests promote learning through storytelling, art and waiata and take students into te ao Māori and beyond.

  • Students enjoy and readily participate in a range of different learning experiences.
  • Students demonstrate an enthusiasm for learning about mathematical, scientific and technological concepts.
  • Students respond creatively to questions about Māori and wider worldviews.

Āhuatanga Ako

The principal highly values her staff, whānau and students. She is influential in kura wide development, operations and practice. She demonstrates wisdom, innovation and foresight and has a clear vision about future development for the betterment of students. Kaiako professional learning focuses on the Marautanga, teaching and learning programmes and student outcomes. Whānau are encouraged to share in the learning journey.

Kura wide collaborative planning is comprehensive and detailed. Te Marautanga o Aotearoa provides the basis on which to build all students learning and development. Kura personnel are also looking at a local curriculum and discussing a process for its preparation and instigation.

Staff are prepared and well organised to deliver learning programmes. They plan and provide high quality learning experiences that are relevant and appropriate. Suitable resources and materials are used.

Teaching and learning spaces are attractive and conducive to learning.

Staff use successful teaching and learning strategies to motivate and engage students. These include:

  • sharing learning intentions and associated success criteria;
  • working with small or whole groups, individuals or pairs;
  • using a smart board;
  • role play, storytelling, art and waiata;
  • modelling good questions; and
  • reflective thinking.

Assessment in its various forms provides frameworks that acknowledge both current and traditional practices. The principal provides good leadership and direction in terms of managing the assessment strategy. Information is gathered, analysed and interpreted to identify and inform decision making and effective teaching. Students are fully informed about their individual progress and achievement. High expectations are attributed to the positive learning environment and positive relationships.

Reporting to the board, parents, whānau and students is accommodated through the innovative and effective use of technology, electronic reports, interviews and newsletters. Traditional forms of assessment are developing in relation to all marae activity. Kaumātua and kuia are valued members of the community as keepers of that knowledge.

Areas for development

The kura whānau further needs to promote good teaching practice by supporting and encouraging staff to:

  • strengthen their assessment process skills;
  • review the current English programme and its delivery; and
  • monitor regular feedback and feed forward processes in regard to students’ workbook standards.

Readiness to give effect to Te Marautanga o Aotearoa (TMOA)

The kura has been proactive in preparing to implement TMOA and work with NWRM in 2011. The principal and kaiako have had training with external providers. Staff hui concentrate on teaching and learning programmes that are linked to TMOA. Linking TMOA, NWRM and the kura marautanga is a lengthy developmental process of implementation and review.

Kaiako professional development days are open to whānau so that they can all share the learning journey about the marautanga and NWRM. The development of the kura local curriculum reflects aspects of the TMOA. The latter provides the basis on which to build learning programmes and experiences for students. The kura has seriously begun to look at its local curriculum, and at what this process may involve.

5. Recommendations

In order to improve teaching performance the board should support and encourage staff to:

  1. strengthen their assessment process skills;
  2. review the current English programme and its delivery; and
  3. monitor regular feedback and feed forward processes in regard to students workbook standards.

6. Future Action

ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report.

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

Makere Smith

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

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

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

He Kuaka Mārangaranga

Ka oho te Kuaka (2000)

Nā wai ka heke ano te Kuaka ki tōna tāhuna Te Rangianiwaniwa (2002)

Ka whai huruhuru te Kuaka ka hoki anō ki Te Rarawa (2003)

Ka mārewa te Kuaka

Kua rere te Kuaka (2010)

Te Kura Kaupapa Māori o Pukemiro is located in Kaitaia. Students, whānau and staff have a strong affiliation to Te Rarawa and Muriwhenua while acknowledging inter-tribal connections and identity. The kura is currently situated on ancestral land at Moumoukai, which provides a rich historical environment for learning.

Leadership is strong. Expectations for high student achievement are well supported by whānau and the community. Processes for gathering, analysis and interpretation of achievement data are efficiently managed. Students are enthusiastic, confident, and enjoy learning. A warm nurturing tone across the kura generates a strong sense of belonging.

Te Kura Kaupapa Māori o Pukemiro adheres to and operates according to the principles of Te Aho Matua. Whānau continue to ensure that these principles are embedded and implemented in all kura procedures and practices.

Intergenerational learning through kaumātua, kaimahi, kaiako, parents and students is a highlight. Kura whānau are strongly committed to enabling students to confidently use te reo Māori, tikanga and kawa in all their teaching and learning experiences. Central to the work of the whānau, is the focus on students holistic development to enable them to reach their full potential.

A sound philosophy, shared by the leadership, recognises each student as unique. The kura promotes the development of this uniqueness so students know who they are and what skills they need to develop to become good citizens.

  • Students are aware that who they are influences the development of the learning programme.
  • Students have a voice.
  • Students display an enthusiasm for learning.
  • Students are happy in their learning environment.
  • Students share their learning experiences with whānau.
  • Students participate in activities that reflect tikanga practices and values.

Future Action

ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report.

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

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.

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

Makere Smith

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