TKKM o Puau Te Moananui-a-Kiwa

Education institution number:
4228
School type:
Composite
School gender:
Co-Educational
Definition:
Kura Kaupapa Maori
Total roll:
100
Telephone:
Address:

26 A Farringdon Street, Glen Innes, Auckland

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TKKM o Puau Te Moananui-a-Kiwa

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, ngā hapū me ngā iwi. 

2 Te Horopaki 

E tū ana Te Kura Kaupapa Māori o Puau Te Moananui a Kiwa ki Ukutoia, ki Tāmaki-makau-rau. E whakarato ana i te mātauranga o Te Aho Matua ki ngā ākonga o ngā tau 1 ki te 15. He tokomaha ngā whānau kua roa nei e whai hononga ana ki te kura, ā, kei te hokihoki mai ngā raukura hei kaimahi, hei mātua hoki. 

3 Te Aronga o te Aromātai 

He pēhea rawa te whakatutukitanga me te whakatinanatanga o ngā ākonga i ngā tūmanako me ngā wawata o ō rātou whānau?

He ngākau titikaha ō ngā ākonga ki te whai i ngā tūmanako me ngā wawata o ō rātou whānau.

4 Ngā Whakaaturanga 

Te Ira Tangata 

E poipoia ana te mana āhua ake me te tū motuhake o ia ākonga. E whakarato ana te whānau i te noho ngātahi, ā, e tautāwhi ana ngā ākonga me te whānau i te mana āhua ake o ia tangata. Ka kitea te whakawhanaungatanga ki waenga i te tuakana me te teina, puta noa i te kura. Ko ngā karakia me ngā tūmomo kaupapa ā-kura, he whai wāhitanga mō ngā ākonga o ngā reanga katoa ki te tū ki te ārahi. He taiao tautoko e whakatairangatia ana e ngā kaimahi, ā, e whakamana ana, e āta kite ana hoki i te kanorau o ngā ākonga. Ka āta kitea aua tūāhuatanga ki te papai o te ahurea, otirā, ki te manaaki me te whakaute o te ākonga mōna ake, mō ōna hoa hoki. E whakatinana ana ngā ākonga i Te Ira Tangata mā ngā hononga e whai pūtake ana, e whai tautoko ana ki waenga i a rātou anō, ā, ki ngā pakeke hoki. 

Te Reo

E rumakina ana ngā ākonga ki tētahi taiao e whakatairanga mātātoa ana i te reo me ngā tikanga Māori. He whānui ngā tūmomo āheinga reo o ngā ākonga me ngā whānau tokomaha. Mō rātou ngā ākonga kāhore e kōrero Māori ana i ō rātou kāinga, ko te kura te huarahi kia rumakina rātou ki te taiao reo e pupuri nei i te hōhonutanga o ngā reo ā-iwi maha. Kua tīmatahia te whakawhanaketanga o tētahi rautaki nahanaha e whanake ai i te āheinga o ngā ākonga, ngā whānau, me ngā kaimahi i roto i te reo Māori me ngā mōhiotanga hopu reo. He aronga pū ki te whakawhanake me te whakatere i te reo ā-waha o ngā ākonga tēina. Ko te hokihoki mai o ētahi o ngā raukura hei kaiako, kua whai hua nui ki te reo me ngā tikanga Māori ki te kura. E whakatairanga ana ngā waiata, ngā mōteatea, me ngā karakia i te hopu reo. Ka rongo ngā ākonga i te reo o ngā horopaki ōkawa me ngā horopaki ōpaki. E whanake ana ngā ākonga ki te kōrero i te reo Māori. 

Ngā Iwi

Ka kitea ki ngā ākonga tō rātou manawa whakahī mō ō rātou hononga ā-whānau, ā-hapū hoki. Ka tūhura rātou i ō rātou hononga ki ō rātou iwi. Mō ngā ākonga tokomaha, ko rātou te whakatupuranga tuarua, tuatoru rānei o ō rātou whānau Māori e noho tāone ana. He wāhi whakakotahi te kura, e āhuru ana i tā rātou ako me tā rātou whakatinana haere i ngā tikanga e hāpai ai i tā rātou hoki atu ki ō rātou marae. He hōhonu anō hoki ngā mōhiotanga me ngā tirohanga ā-ahurea o ngā kaiako, ā, ka whakapuaki, ka whakawhānui hoki i te māramatanga o ngā ākonga ki Aotearoa me te ao whānui. He whai wāhitanga mō ngā ākonga ki te uru atu ki ngā kōkiritanga e tūhonohono ana i a rātou ki te hunga o whenua kē atu. E whanake ana tō rātou māramatanga ki a rātou anō, ki ō rātou hononga anō hoki ki ētahi atu. 

Te Ao

E whakawhānuihia ana te mōhiotanga me te māramatanga o ngā ākonga ki te ao. E mōhio ana rātou ki ngā hononga ki waenga i a rātou anō, ā, ki te taiao hoki. Ka ako rātou i te whakahirahiratanga o ngā atua Māori me te taiao. Ka whakatakoto ngā kaiako i ngā horopaki o ngā akoranga me ngā taumahi e hāngai ana ki ngā hītori Māori o nehe, ki ngā kōrero tuku iho, ā, ki ngā atua Māori hoki. He kaupapa māra kai, he hōtaka hangarua hoki ki te kura, ā, ka whai wāhi atu ngā ākonga o ngā tau 9 me te 10 ki ‘Te Rangitāmiro’, ki te hōtaka kirirarau o te ao e whakahaerehia ana e Te Whare Wānanga o Waikato. He kōkiritanga UNICEF hoki e hāpai ana i ngā whai wāhitanga mō ngā ākonga ki te tūtaki me te whakawhanaunga atu ki ētahi atu ākonga taketake ki tāwāhi. Mā aua taunekeneke, ka whakatairite rātou, i runga anō i te āhua o tō rātou nā ao ki Aotearoa hei uri Māori. Kua whakaūngia ngā mōhiotanga o ngā ākonga ki tō rātou tū ki te ao Māori, i a rātou e tūhono mātātoa ana ki ētahi atu i te ao whānui. 

Te ārahitanga me te whakahaeretanga 

He mahi ngātahi te ārahitanga i te kura, ā, ka arotahi ki te whakapai tonu. I tēnei wā e arotakengia ana ngā pūnaha whakahaere i te kura me te tari. Kua pou herea ngā whakataunga a ngā kaiārahi matua ki ngā mātāpono o Te Aho Matua. He aronga nahanaha ki te whakahoki mai i ngā raukura, hei whakariterite i te ārahitanga mō meāke nei. E tautoko ana ngā kaiārahi i te whakatinanatanga o ngā wawata o te whānau.

Ngā Whakaritenga Matua ka whai ake

Me whakapakari ake i te kāwana i te kura. He hou te poari i whakatūngia ai, ā, e whai māramatanga ana rātou ki ā rātou kawenga kāwana. E mahi ana rātou ki te tūhono mai i ētahi atu whānau ki te poari, hei whakatutuki i ngā wawata o te whānau, hei whakapakari anō hoki i te whakatau whakaritenga. Me whakapai ake i te aromātai o roto me te arotake whaiaro, puta noa i ngā whakahaeretanga katoa i te kura. Me tahuri wawe ki te aromātai i te tumuaki mā ngā paerewa mō te umanga, ā, he mahi tēnei kāhore anō kia whakatutukihia mai i te tau 2021. 

Ko te whakapai ake i te kounga o te whakaako me te ako tētahi kaupapa matua. E mōhio ana ngā kaiārahi, me whakapakari ake i ngā pūkenga o ngā kaiako kia riterite ake ai ngā whakaritenga. He mahi tonu hei whai ake i roto i te kounga kairangi o ngā mahere, te whakaako, me ngā mahi aromatawai. E tika ana kia whai atu ngā kaiako tokomaha i te whakawhanaketanga ngaio e pā ana ki te whakapuakitanga o te pānui me te tuhituhi i te kura teina, me te aroturuki, te tātari hoki i ngā hōtuku e pā ana ki aua kaupapa. Kei te whakatutuki pai te nuinga o ngā ākonga o ngā tau 1 ki te 8 i te pāngarau. Engari, e āwangawangatia ana te ahu whakamua me ngā whakatutukitanga i roto i te tuhituhi me te pānui. 

Me whakapakari ake i te whakamahere, te aromatawai, me ngā mahi whakaōrite i roto i te nuinga o ngā kaupapa marau i te wharekura. Ko aua tūāhuatanga, me te kore taetae atu o ētahi ākonga ki te kura, kei te pā tōraro ki ngā paetae mātauranga. Kei te eke te haurua noa o ngā ākonga o te tau 9 me te 10 i roto i te reo matatini. Kei te eke pai te nuinga o aua ākonga i roto i te pāngarau. Tāpiri atu ki tēnā, kāhore ngā huarahi umanga o ngā ākonga e āta whakamaheretia ana, e whai hanganga ana rānei, ā, me whakawhanake ake. Kei te whakamōrearea i te ako me te eke angitu o ngā ākonga. 

Me arotake i te whakaratonga o te mātauranga ki tua atu i te akomanga. Me hāngai ake ngā haerenga ki ngā mahere ā-marau me ngā putanga ākonga e hiahiatia ana. Ahakoa i arotakengia ngā kaupapa here me ngā tukanga i te tau 2022, mō te whakamahere, te whakatinanatanga, me te aroturukitanga o ngā whakaritenga e pā ana ki te hauora me te haumaru, kāhore ngā tukanga whakahaere mōrearea e āta whakatinanahia ana i ngā wā katoa. Kei te whakamōrearea pea i te noho haumaru o ngā ākonga. 

5 Te Whakatau ki ngā Wāhanga Tautukunga

I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha mō te whakahaeretanga o ngā wāhanga e whai ake nei: 

  • te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
  • te haumaru ā-tinana o ngā ākonga
  • te rēhitatanga o ngā kaiako
  • ngā tukanga ki te whakatū kaimahi
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura
  • ngā kaupapa here o te kura, me te whakatutukitanga o ērā i ngā tikanga e pā ana ki te Children’s Act 2014.

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

  • arotake i te tumuaki i ia tau, mā ngā paerewa ngaio katoa e pā ana ki ngā tumuaki 
    [Te Kahiti o Aotearoa me ngā kirimina ā-tōpū mō te whiwhi mahi e whai pānga ana]
  • āta whakatau i te whakatinanatanga o ngā tukanga katoa mō te whakahaeretanga o ngā 
    tūāhuatanga mōrearea i ngā haerenga o te kura me te mātauranga kei tua atu i te akomanga
    [Ngā Herenga ā-Ture mō te Hauora me te Haumaru i te Mahi 2015 me ngā ture – Ngā Aratohu EOTC]

6 Te Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau te taunakitanga kia toro atu te kura ki te tautoko o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, ki te whakatutuki i ngā whakaritenga matua i whakaraupapahia ai ki tēnei pūrongo. 

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

22 Poutūterangi, 2024

7 Ngā kōrero e pā ana ki te kura

Te tūwāhi Kei Ukutoia, ki Tāmaki-makau-rau
Te tau a te Tāhuhu o te Mātauranga 4228
Te tūmomo kuraHe kura whakahiato Tau 1-15
Te tokomaha o ngā ākonga o te kura99
Ngā hononga ā-iwiMāori 99
Ngā āhuatanga motuhakeTe Aho Matua 
Te wā i te kura te rōpū arotakeWhiringa-ā-rangi 2023
Te wā o tēnei pūrongo 22 Poutūterangi 2024
Ngā pūrongo o mua 

 
Arotake Mātauranga, Pipiri 2017;
Arotake Mātauranga, Pipiri 2014

1 Introduction

The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO’s reports provide important information for whānau, hapū and iwi

2 Context 

Te Kura Kaupapa Māori o Puau Te Moananui a Kiwa is located in Glen Innes, Auckland. It provides Te Aho Matua education for Years 1-15 students. A number of families have had a long association with the kura and raukura are returning as staff and parents.

3 Evaluation Focus

How well do students achieve and exemplify the hopes and aspirations of their whānau?

Students confidently pursue the hopes and aspirations of their whānau.

4 Findings

Te Ira Tangata

Student individuality and uniqueness is nurtured. The whānau provides an inclusive environment where students and whānau embrace the unique identity of all individuals. Tuakana teina relationships are evident throughout the kura. Kura wide karakia and various activities provide opportunities for students of all ages to assume a leadership role. Staff promote a supportive environment that values and recognises the diversity of students. This approach is reflected in a positive culture where students demonstrate care and respect for themselves and each other. Students embellish ira tangata through meaningful and supportive relationships with each other and adults. 

Te Reo

Students are immersed in an environment that actively promotes te reo and tikanga Māori. Many students and their whānau bring with them a range of language abilities. Those students who do not come from Māori speaking homes enjoy opportunities to be immersed in a language environment that reflects the rich dialect of iwi. A deliberate strategy to develop student, whānau and staff capability in te reo Māori and language acquisition knowledge is in the early stages of development. There is a specific focus on developing and accelerating oral language for younger students. The return of kura graduates as kaiako, has had a positive impact on te reo and tikanga Māori in the kura. Waiata, moteatea and karakia enhance language acquisition. Students have exposure to language in both formal and informal contexts. Students are developing as speakers of te reo Māori

Ngā Iwi

Students exhibit personal pride in their whānau and hapū connections. They explore their connections to their iwi. Many students come from second or third generation urban raised Māori. The kura is an inclusive place where they can safely learn and practice tikanga that they can put into practice when they return to their own marae. Teachers also bring a rich cultural knowledge and perspectives to share and broaden student understanding of Aotearoa and the wider world. Students are provided with the opportunity to engage in initiatives that allow them to connect internationally with others. They are developing an understanding of who they are and how they relate to others.

Te Ao

Student knowledge and understanding of the world is being extended. They are aware of their connection to each other and the environment. They learn about the significance of atua Māori and the taiao. Kaiako contextualise lessons and activities that align with traditional Māori histories, narratives and atua Māori. Mara kai projects and recycling programmes are in place while Years 9-10 are involved in ‘Te Rangitamiro,’ a global citizenship programme through Waikato University. A UNICEF initiative facilitates opportunities for students to meet and build relationships with other indigenous learners in other parts of the world. Through these interactions they can make comparisons to their own lives in Aotearoa as Māori. Students are grounded in the knowledge of their place in the Māori world while being actively connected to others the wider world.

Leadership and management

Leadership within the kura is collaborative with a focus on improvement. Management and administration systems are currently under review. Decision making by senior leaders is underpinned by the mātāpono of Te Aho Matua. There is a deliberate approach to bringing raukura back in preparation for future leadership roles. Leaders support the realisation of whānau aspirations.

Key Next Steps

Governance requires strengthening. The newly elected board is growing their understanding of their governance responsibilities. They are working towards co-opting additional whānau to meet whānau aspirations and to strengthen decision-making. Internal evaluation and self review needs to be improved across all kura operations. Assessing the tumuaki against the ‘Standards for the Profession’ is of urgency, this has not been carried out since 2021. 

Improving the quality of teaching and learning is a priority. Leadership are aware that there is a need to build teacher capability to support consistency of practice. Further work is required to high quality planning, teaching and assessment practices are in place. Many kaiako require further professional development in the delivery, monitoring and analysis of data in pānui and tuhituhi in kura teina. Most students in Years 1–8 are achieving well in pāngarau. However, progress and achievement in tuhituhi and panui are of concern. 

Wharekura planning, assessment and moderation practices require strengthening in most curriculum areas. These factors and poor attendance of some students impacts on academic achievement. Only half of Years 9 and 10 students are achieving well in Te Reo Matatini. Most of this cohort are achieving well in pāngarau. In addition, careers and pathway planning for students is not well planned or structured and requires further development. Student learning and success is at risk.

The provision of education outside the classroom (EOTC) requires reviewing. Excursions need to be better aligned to curriculum planning and desired student outcomes. Although policies and procedures for planning, implementing and monitoring health and safety practices for excursions were reviewed in 2022, risk management procedures have not always been rigorously implemented. Student safety may be compromised. 

5 Whānau Assurance on Legal Requirements

During the evaluation, ERO checked the following areas:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

Actions for Compliance 

To meet compliance requirements they must:

  • annually assess the principal against all the professional standards for principals
    [NZ Gazette: and relevant employment agreement]
  • ensure risk management procedures are fully implemented on school trips/education outside the classroom.
    [Health and safety at Work Act 2015 and regulations – EOTC Guidelines]

6 Recommendation

ERO and the whānau developed recommends seeking support from Te Runanga Nui o Ngā Kura Kaupapa Māori to address the key next steps of this report.

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

22 March 2024

7 Information about the kura

LocationKei Ukutoia, ki Tāmaki-makau-rau
Ministry of Education profile number4228
Kura typeComposite (Years 1–15)
Kura roll99
Ethnic compositionMāori 99
Special featuresTe Aho Matua
Review team on siteNovember 2023
Date of this report22 March 2024
Most recent ERO report(s)
 
Education Review, June 2017
Education Review, June 2014

Te KKM o Puau Te Moananui-a-Kiwa - 22/06/2017

Ngā Whakaaturanga

E tū ana Te Kura Kaupapa Māori o Pūau Te Moananui-ā-Kiwa ki Ukutoia, i Tāmaki-makau-rau. E tū pakari ana, e tū rangatira ana ngā ākonga hei raukura mō ō rātou whānau. E whai wāhi atu ana ngā ākonga ki te whānuitanga o ngā tūmomo wheako i te hapori me te takiwā whānui o te tāone nui, ā, e whakamana ana ēnei i tō rātou tuakiri hei Māori.

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Pūau Te Moananui-a-Kiwa i roto i ngā tau e toru, arā, ko Te Rākeitanga. 

1 Te Horopaki

E tū ana Te Kura Kaupapa Māori o Pūau Te Moananui-ā-Kiwa i Ukutoia, ki Tāmaki-makau-rau. I whakahou anōtia ngā whare i te tau 2014 kia moroki te taiao ako. Kua hūnukutia te kōhanga reo ki te kura. Kua whakaritea e te whānau ngā hononga ki ngā marae o tēnei takiwā, ki a Ngāti Whātua, ā, ki te hapori whānui hoki.

Whai muri i te arotake o mua i tū ai i te tau 2014 kua kopoua tētahi poari hou. Nō te tau 2016 te tumuaki i whakatūngia ai, ā, koia nei tōna tūranga tuatahi hei tumuaki. Nō te tau 2017 ngā kaiako o te wharekura i kopoua ai, ā, e ako ana rātou i ō rātou ake tūranga, ā rātou ake kawenga mahi anō hoki ki te whakapuaki i te mātauranga mō ngā ākonga o ngā tau 9 ki te 13.

2 Te Tino Uaratanga

He pēhea rawa te tū pakari, te tū rangatira o ngā ākonga hei raukura mō ō rātou whānau?

E tū pakari ana, e tū rangatira ana ngā ākonga hei raukura mō ō rātou whānau.

Te Ira Tangata

E whanake ana te māramatanga o ngā ākonga ki tō rātou tū hei tuakana, hei teina. E pou here ana te whanaungatanga i ngā whakaritenga katoa, puta noa i te kura. He pai te taunekeneke a ngā ākonga ki te whānau, ngā hapū, ngā iwi, ngā rōpū hapori, me ngā manuhiri nō tāwāhi. Ka whakapuakihia ngā uaratanga me ngā tūmanako o te kura mō ngā ākonga hou. Ka kitea te manaaki me te whakaaro nui o ngā ākonga mō ētahi atu.

Te Reo

Ka whai wāhi atu ngā ākonga ki te reo Māori mā te whānuitanga o ngā tūmomo horopaki ako. Ka whakamahi ngā kaiako i ngā rautaki hopu reo ka whakapakari ake i ngā pūkenga whakawhiti kōrero o ngā ākonga. Ka rongo ngā ākonga i ngā tauira reo papai i te ōkawa me te ōpaki o ngā tūmomo horopaki. Ka whakaemi, ka whakamahi hoki ngā kaiako i ngā hōtuku aromatawai ki te whakarōpū i ngā ākonga i runga anō i ō rātou āheinga me ngā matea ako o ia ākonga. Kua whakamaheretia e ngā kaiako tētahi hōtaka whakawhanaketanga ngaio, hei kōkiri i te ako a ngā ākonga i te reo matatini.

Ahakoa te aronga ā-kura ki te hāpai i te whakawhanaketanga reo o te whānau, me whakatinana i tētahi rautaki ka aroturuki i ngā matea whakawhanaketanga reo o ngā ākonga. Ka whakamahi ngā ākonga i te reo Māori ki ngā horopaki ōkawa.

Ngā Iwi

E ako ana ngā ākonga i tō rātou tū hei tangata whenua. He aronga ā-kura ki te whakatairanga i te mōhiotanga o ngā ākonga ki ō rātou tuakiri. Ahakoa e whakawhanake tonuhia ana te marau ā-kura, e noho pūmau ana te whānau ki te hītori me ngā kōrero tuku iho e pā ana ki a Pūau. Ka whakamahia aua mōhiotanga ki te whakawhanake i ngā hōtaka akoranga e arotahi ana ki a Pūau, nāna i whai wāhi nui ki te hapori, te marae, me ngā hononga hoki ki ngā hapū me ngā iwi. Ka akiaki ngā kaiako i ngā ākonga me ngā mātua ki te tito i ngā whakataukī me ngā waiata e whakamana ana i a Pūau me tōna tūnga ki te kura. Ka whakarato ngā kaiako i ngā whai wāhitanga mō ngā ākonga ki te taunekeneke ki ngā whānau i ngā tūmomo kaupapa marae i te hapori me te takiwā whānui. Ka whakarato ngā kaiako i ngā whai wāhitanga mō ngā ākonga nō iwi kē ki te whakarite i ngā haerenga o te whānau ki ō rātou marae, puta noa i ngā rohe. E ako ana ngā ākonga i ō rātou tūranga ki tētahi horopaki rumaki reo Māori i te tāone.

Te Ao

Kei te mārama ngā ākonga i ngā hononga ki waenga i te wā o mua me nāianei. Ka whakatairangatia te rōnakitanga me te noho whakarawe, puta noa i te kura. Ka whakamahere ngā kaiako i ngā wheako akoranga e whakamahi ana i ngā mātauranga Māori tuku iho ki te horopaki tonu o te tāone. Kua āta whakaritea ngā pouaka māra, hei whakatupu kai mā te whānau. Ka whakarato ngā kaiako i ngā kaupapa tuku iho pērā i te mau rākau, te poi, te tītī tōrea, me te haka hei whakatairanga ake i ngā pūkenga me ngā mōhiotanga o ngā ākonga ki ngā mahi a te rēhia. Ka tiaki ngā ākonga i ngā arawai o te hapori, ā, e whakawhanake ana rātou i tō rātou noho haepapa ki te taiao. Nā te hononga ki tētahi rōpū nō tāwāhi ka puta ake ngā whai wāhitanga mō ngā ākonga ki te whakapuaki i ngā taonga Māori tuku iho ki a rātou. Ko te tino whakangao ki te hangarau whakawhiti mōhiohio e whakarato ana i ngā whai wāhitanga mō ngā ākonga ki te whakawhānui ake i tō rātou tirohanga ki te ao. Ka whakamahi ngā ākonga i ngā mātauranga tuku iho hei ārahi i ā rātou hīkoi o nāianei.

Āhuatanga Ako

E whakawhanake ana ngā ākonga i ngā pūkenga ki te kōkiri i tā rātou ake ako. Ka mahi ngā kaiako ki tētahi taiao akoranga e whakatairanga ana i te mahi ngātahi me te ako ngātahi. Nā te āhua o ngā wāhi ako, ka kawe ngātahi ngā kaiako i ngā mahi ki te whakamahere me te whakapuaki i te hōtaka o ia rā. Ka whakarōpū ngā kaiako i ngā ākonga, i runga anō i ō rātou āheinga me ō rātou matea i roto i ngā wāhi ako. E whakawātea ana ngā wāhi ako i ngā kaiako ki te whakamahi i ō rātou pūmanawa ake i roto i te marautanga. Kua whakawhanakehia ngā hōtaka whanonga hei hāpai i ngā ākonga ki te whakarite i ngā whakataunga papai i roto i ā rātou akoranga. Kua whakatinanahia tētahi pūnaha whakahoahoa e hāpai ana i te whakahaeretanga o ngā matea o ia ākonga, o ia rōpū ākonga hoki. Kua whakaritea ngā taumahi hei āta whakamahi i ngā taiao ako o roto, o waho hoki. E hāpai ana ngā hōtuku aromatawai i ngā mahi a ngā kaiako ki te tāutu i ngā tino matea ako. Ka whakamahia aua mōhiohio hei whakatinana haere i ngā mahere hōtaka e pā ana ki te reo matatini me te pāngarau.

Te Mātauranga i te Wharekura

E whakarato ana ngā kaiako i te whānuitanga o ngā tūmomo whiringa marau ki ngā ākonga o ngā tau 9 ki te 13. Kua waihangatia te hōtaka kia tutuki i ngā ākonga Te Taumata Mātauranga ā-Motu kua Taea, ā, kia whai atu hoki rātou i ngā ara umanga. Ka kitea ki ngā putanga o Te Taumata Mātauranga ā-Motu kua Taea, te whakatutuki haere o ngā ākonga i ngā taumata katoa. Ka whakapuakihia te hōtaka o te wharekura mā te reo Pākehā.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Kei te whakawhanake tonuhia te whakamahinga a ngā ākonga i te reo Māori. Ahakoa e whakamahi ana ngā ākonga i te reo Māori ki ngā horopaki ōkawa, i te nuinga o te wā ko te reo Pākehā te reo ōpaki. He mea nui kia whakawhanakehia e te whānau tētahi rautaki reo ka whakapakari ake i te reo whakawhitiwhiti kōrero o ngā ākonga ki te whānuitanga o ngā tūmomo horopaki. He pai kē atu ki ngā ākonga te whakawhiti kōrero mā te reo Pākehā.

Kāhore ngā paetae ako a ngā ākonga e aroturukitia ana i ia te wā. Ahakoa he kawenga ā ngā kaiako ki te whakaemi me te tātari i ngā hōtuku i ia te wā, kāhore tēnei e whakatutukihia ana ki ngā wāhanga katoa o te kura. He mea nui kia toro atu ngā kaiako ki te āwhina ka whakapai ake i tā rātou whakamahinga o ngā hōtuku paetae.

3 Te Arotake Whaiaro me te Ārahitanga

E whakawhanake ana te tumuaki i tētahi rōpū ārahi matua ka hautū ngātahi i te marautanga, puta noa i te kura. E arotahi ana ia ki te whakamahi i ngā pūkenga, ngā mōhiotanga, me ngā pūmanawa o te rōpū ārahi, hei whakapai i ngā putanga ako o ngā ākonga. Tū ai ngā hui i ia te wā ki te tāutu i ngā rautaki ka whakapai ake i ngā putanga.

E whakawhanake ana te poari i tōna māramatanga ki ngā tūranga me ngā kawenga e pā ana ki te kāwana i te kura. Whakaaro huritao ai rātou i ia te wā ki te kounga o te mātauranga e whakaratohia ana, hei tāutu i ngā āhuatanga ki te whakapai ake. Ko ngā pūnaha me ngā tukanga ā-kura te aronga, hei ārahi i ngā whakaritenga e pā ana ki te kāwanatanga me te whakahaeretanga. Kua whakatutukihia e te poari tētahi arotake matawhānui o ngā whakahaeretanga, puta noa i te kura, hei wāhanga tonu o te arotake whaiaro. Kua tāutuhia e rātou ngā kaupapa matua ka hāpai ake i ngā whakawhanaketanga ā-kura. E hāngai ana ngā whakataunga ki te ako me ngā whakatutukitanga o ngā ākonga. E whakawhanake ana te poari i ngā rautaki ka whakatairanga i te whai wāhi mai o te whānau ki te kura.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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

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

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

  • te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
  • te haumaru ā-tinana o ngā ākonga
  • te rēhitatanga o ngā kaiako
  • ngā tukanga ki te whakatū kaimahi
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura.

5 Ngā Taunakitanga

E taunakihia ana, kia tahuri te whānau, te poari, me ngā kaiako ki te:

  • whakawhanake ngātahi i tētahi rautaki reo ā-kura ka whakapai ake i te kounga o te reo Māori
  • whakamahi i ngā mōhiohio aromatawai i tātarihia ai, hei pūrongo ki te poari i ia te wā, i te ahu whakamua a ngā ākonga me ō rātou whakatutukitanga.

Te Whakarāpopototanga

E tū ana Te Kura Kaupapa Māori o Pūau Te Moananui-ā-Kiwa ki Ukutoia, i Tāmaki-makau-rau. E tū pakari ana, e tū rangatira ana ngā ākonga hei raukura mō ō rātou whānau. E whai wāhi atu ana ngā ākonga ki te whānuitanga o ngā tūmomo wheako i te hapori me te takiwā whānui o te tāone nui, ā, e whakamana ana ēnei i tō rātou tuakiri hei Māori.

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

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Pūau Te Moananui-a-Kiwa i roto i ngā tau e toru, arā, ko Te Rākeitanga.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

22 Pipiri, 2017

Ngā Kōrero e pā ana ki te kura 

Te tūwāhiKei Ukutoia, i Tāmaki-makau-rau
Te tau a te Tāhuhu o te Mātauranga4228
Te tūmomo kuraKura Te Aho Matua
Te tokomaha o ngā ākonga o te kura151
Te ira tangata

Kōtiro 76

Tama tāne 75

Ngā hononga ā-iwiMāori100%
Ngā āhuatanga motuhakeTe Aho Matua
Te wā i te kura te rōpū arotake16 Haratua 2017
Te rā o tēnei pūrongo22 Pipiri, 2017
Ngā pūrongo o mua a Te Tari Arotake MātaurangaArotake MātaurangaPipiri 2014

The Purpose of an ERO Review

The purpose of ERO’s reviews is to give whānau and the wider kura community information about the quality of education that the kura provides and their children receive. ERO’s reports are intended to be clear, concise, constructive and evaluative. An ERO report answers an evaluative question about Te Tino Uarātanga. Under the overarching question ERO reports on the quality of Te Aho Matua education and learning outcomes for children. ERO also reports on self-review processes and practices.

Findings

Te Kura Kaupapa Māori o Pūau Te Moananui-ā-Kiwa is in Glen Innes, Auckland. Students exemplify the hopes and aspirations of their whānau. Students have a range of experiences in the local and wider community to affirm their identity as Māori in an urban setting.

The next ERO review of Te Kura Kaupapa Māori o Pūau Te Moananui-ā-Kiwa will be in three years – Te Rākeitanga – Expansive Evaluation. 

1 Context

Te Kura Kaupapa Māori o Puau Te Moananui-ā-Kiwa is in Glen Innes, Auckland. The buildings were redesigned in 2014 creating a modern learning environment. The kōhanga reo has been relocated onto the kura site. The whānau have established connections to the local marae, Ngāti Whātua and the wider community.

Since the previous review in 2014 a new board has been elected. The principal was appointed in 2016 and is a first time principal. Wharekura teachers were appointed in 2017 and are learning their respective roles and responsibilities in the delivery of education for year’s 9 – 13 students.

2 Te Tino Uaratanga

To what extent do students exemplify the hopes and aspirations of their whānau?

Students exemplify the hopes and aspirations of their whānau.

Te Ira Tangata

Students are developing an understanding of their roles as tuakana and teina. Whanaungatanga underpins school-wide practices. Students interact positively with whānau, hapū, iwi, community groups and overseas visitors. New students are introduced to the school values and expectations. Students show care and concern for others.

Te Reo

Students are exposed to te reo Māori in a variety of learning contexts. Kaiako use language acquisition strategies to strengthen students’ communication skills. Students are exposed to good language models in formal and informal settings. Kaiako gather and use assessment data to group students based on ability and individual learning needs. Kaiako have planned a professional development programme to accelerate student’s literacy learning.

Although there is a school-wide focus to support whānau language development, a strategy to monitor students’ language development needs to be implemented. Students use te reo Māori in formal situations.

Ngā Iwi

Students are learning about their role as tangata whenua. There is a school-wide emphasis to enhance student knowledge about their identity. Although the marau-ā-kura is in a developmental phase, the whānau are committed to the history and stories about Pūau. This knowledge is used to develop learning programmes that focus on Pūau who contributed to the local community, marae and connections to the hapū and iwi. Kaiako encourage students and parents to compose whakataukī and waiata to acknowledge Pūau and her place in the kura. Kaiako provide students with opportunities to interact with whānau in different marae settings in the local and wider communities. Kaiako provide opportunities for students from other iwi to plan trips for the whānau to visit their marae in other rohe. Students are learning about their roles in an urban immersion setting.

Te Ao

Students understand the connections between the past and present. Sustainability and self-sufficiency are promoted throughout the school. Kaiako plan learning experiences that use traditional Māori knowledge in an urban setting. Garden boxes are well established for growing kai for whānau. Kaiako provide traditional activities such as mau rākau, poi, tititōrea and haka to enhance students’ skills and knowledge in traditional Māori performing arts. Students care for local waterways and they are developing a sense of responsibility for the physical environment. A relationship with an overseas group provides opportunities for students to share Māori traditions with them. A significant investment into information and communication technology (ICT) provides students with opportunities to broaden their world view. Students use traditional knowledge to guide them in the present.

Āhuatanga Ako

Students are developing skills to be independent learners. Kaiako work in a learning environment that promotes working and learning collaboratively. Learning spaces allow kaiako to share responsibility for planning and delivery of the daily programme. Kaiako group students based on abilities and needs within the learning spaces. The learning spaces provide kaiako with flexibility to use their individual currciulum strengths. Behaviour programmes have been developed to support students to make positive choices in their learning. A buddy system has been implemented to manage individual and group needs. Activities are organised to incorporate indoor and outdoor learning environments. Assessment data supports kaiako to identify specific learning needs. This is used to inform programme planning for literacy and numeracy.

Wharekura Education

Kaiako provide students with a range of curriculum options for years 9 to 13. The programme has been designed for students to achieve National Certificates in Education Achievement (NCEA) and pursue vocational pathways. NCEA results show students are achieving in all levels. The wharekura programme is delivered in English.

Kura-identified areas of development

Students’ use of te reo Māori is developing. Although students use te reo Māori in formal settings, English is predominantly used informally. It is important for whānau to develop a language strategy to strengthen students’ language of communication in a range of settings. Students prefer to communicate in English.

Students learning achievement is not consistently monitored. Although kaiako have responsibilities to regularly gather and analyse data, this is not consistently followed school-wide. It is important that kaiako seek assistance to improve their use of achievement data.

3 Self-Review and leadership

The Tumuaki is developing a senior leadership team to collaboratively lead curriculum school-wide. She is focussed on using the leadership teams’ skills, knowledge and experience to improve students learning outcomes. Regular meetings are held to identify strategies to improve outcomes.

The Board is developing its’ understanding about governance roles and responsibilities. They regularly reflect on the quality of education provided to identify improvement. School-wide systems and processes are a focus to guide governance and management practices. The board has undertaken a comprehensive review of school-wide operations as part of self-review. They have identified priorities to support school-wide developments. Decision making is based on students learning and achievement. The board are developing strategies to promote whānau engagement in the school.

4 Whānau assurance on legal requirements

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

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

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

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

5 Recommendations

The whānau, board and kaiako collaboratively develop:

  • a school-wide language strategy to improve the quality of te reo Māori
  • use analysed assessment information to regularly report student progress and achievement to the board of trustees.

Conclusion

Te Kura Kaupapa Māori o Pūau Te Moananui-ā-Kiwa is in Glen Innes, Auckland. Students exemplify the hopes and aspirations of their whānau. Students have a range of experiences in the local and wider community to affirm their identity as Māori in an urban setting.

When is ERO likely to review the kura again?

The next ERO review of Te Kura Kaupapa Māori o Pūau Te Moananui-ā-Kiwa will be in three years – Te Rākeitanga – Expansive Evaluation.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

22 June 2017 

Information about the Kura 

LocationGlenn Innes, Auckland
Ministry of Education profile number4228
Kura typeKura Te Aho Matua
Kura roll151
Gender composition

Girls 76

Boys 75

Ethnic compositionMāori100%
Special featuresTe Aho Matua
Review team on site16 May 2017
Date of this report22 June 2017
Most recent ERO report(s)Education ReviewJune 2014

Te KKM o Puau Te Moananui-a-Kiwa - 19/06/2014

Ngā Whakaaturanga

1 Te Horopaki

He aha ngā āhuatanga whakahirahira o te horopaki o tēnei kura?

E tū ana Te Kura Kaupapa Māori o Pūau Te Moana-nui-ā-Kiwa ki Ukutoia, ki Tāmaki-makau-rau. He kura kaupapa Māori Te Aho Matua tēnei.

E whanake haere ana tēnei kura hei wāhi whakahirahira mō ngā ākonga tokomaha, me ngā mātua. He tino hononga tō ētahi o te whānau me ngā ākonga ki te kura me tōna hapori. Ka whai wāhi nui te hapori ki ngā nekehanga i te kura. Ka tautoko te whānau i ngā whakahaeretanga o ia rā, ā, ka whai wāhi hoki rātou ki te ahunga whakamua o te kura mō meāke nei. Ka tino piki ake te tatauranga ākonga i te kura a meāke nei, ā, kua tīmata te whakahou ake o ngā whare.

He kaha te tūhonohono o te kura me ngā kōhanga reo o te takiwā. Ka whai hua anō hoki ngā hononga i whakaritea ai ki waenga i te kura me ngā marae, me te iwi hoki o Ngāti Whātua.

Kua whakatūngia tētahi poari hou. Kua roa nei te tumuaki e mahi ana ki te kura, ā, kua pērā hoki ētahi o ngā kaimahi matua.

2 Te Tino Uaratanga

He pēhea te whai huatanga o ngā ākonga ki te whakawhanake i te oranga ā-tinana, ā-wairua hoki, mā te hono tāngaengae o te tinana, te hinengaro, me te wairua?

Ka tino tautokona ngā ākonga kia whakawhanakehia tō rātou oranga ā-tinana, ā-wairua hoki mā te hono tāngaengae o te tinana, te hinengaro, me te wairua.

Te Ira Tangata

Ka tino tautokona ngā ākonga kia whakawhanakehia tō rātou oranga ā-tinana, ā-wairua hoki mā tā rātou whai wāhi ki te ao o te kura. Ka kitea ngā hononga papai o ngā ākonga ki waenga i a rātou anō, ki te hapori whānui tonu o te kura. Ko ngā tikanga o ia rā, ngā mahi a te rēhia, me ngā hākinakina e hāpai hoki ana i ngā ākonga ki te whakawhanake i tō rātou oranga ā-tinana, ā-wairua hoki. Ka tautāwhitia, ka whakanuia hoki ngā hononga o te whānau i te kura. Ka tūhuratia ngā hononga ā-whakapapa ki ngā tūpuna, ngā hapū, me ngā iwi e ngā ākonga. Ka ako ngā ākonga i a rātou anō, i tō rātou tūrangawaewae hoki. Ka tautokona ngā ākonga kia whakawhirinaki atu rātou, kia ako hoki rātou, mai i ngā pākeke me ngā kaumātua. Ka whai wāhi ngā ākonga ki te maha o ngā tūmomo kaupapa hākinakina, ngā mahi a te rēhia hoki, tae atu ki te kauhoe, te waka ama, te mau rākau, me te kapa haka. Ka whai hua ngā ākonga nā te karapu parakuihi o ia rā, ā, he kaupapa nui tēnei, he pai te taetae atu. Ka whiwhi hoki ngā ākonga i te miraka me ngā huarākau i te kura, hei whakarite hoki i a rātou ki te ako. Tāpiri atu ki tēnei, he pakari, he tau hoki te whakahono atu a te tumuaki ki te maha o ngā ratonga tautoko o waho, hei whakarato i te atawhai me te tautoko e tika ana mō ngā ākonga. Ka whakawhanake ngā ākonga i te tino aronga toi whenuatanga ki te kura me tōna hapori.

Te Reo

Ka tino tautokona ngā ākonga kia pānui, kia tuhituhi, kia kōrero hoki mā te reo Māori.

Ka rongo ngā tamariki i ngā tauira papai o te reo Māori. Kōrero Māori ai ngā ākonga i te reo Māori puta noa i te rā. Ka tautokona ngā mema o te whānau kia taetae atu ki ngā whakangungu o te reo Māori, tae atu ki Te Ataarangi, Te Ara Reo me te Kura Reo. He tūmanako nui kia noho pūmau ki te reo Māori ngā whānau me ngā ākonga e whakauru ana ki te kura. Kua whakawhanakehia ngā hōtaka akoranga e tika ana mō ngā ākonga e tīmata ana ki te ako i te reo Māori.

Ka kitea te ngākau nui o ngā kaiako ki te whakapai me te whakamahine hoki i ā rātou whakaritenga whakaako. Ka haere tonu te ako ngaio, te whakawhanaketanga ngaio e pā ana ki te whakaako me te ako i te reo matatini. Ka whakapuaki ngātahi ngā kaiako i ō rātou mōhiotanga, ā rātou rauemi hoki ki waenga i a rātou. E wātea ana ki ngā kaimahi ngā whakaata e pā ana ki te whakahaere me te whakamahi i ngā tūmomo aromatawai.

Te wāhanga hei whakawhanake

Kāhore te poari e whakamōhiotia ana mō te ahunga whakamua me ngā whakatutukitanga o ngā ākonga, puta noa i te kura. Ahakoa kei te kura ētahi mōhiohio e pā ana ki te ahunga whakamua me ngā whakatutukitanga, kāhore anō ēnei kia āta tātarihia.

Kāhore i te rawaka te tātari, te whakamārama hoki o ngā paetae ākonga e pā ana ki te tuhituhi me te pānui. Kāhore ngā kaimahi e whakamahi ana i ngā hōtuku hei tāutu i ngā ākonga e tika ana mō ētahi tino hōtaka ka whakapiki ake i te āhua o tā rātou ahunga whakamua.

I tēnei wā, kāhore he paetae ākonga e pā ana ki te ahunga whakamua me ngā whakatutuki i roto i te reo ā-waha.

Ngā Iwi

E tino tautokona ana ngā ākonga kia whakawhanake ai tō rātou māramatanga ki a rātou anō, ki tō rātou tūrangawaewae hoki.

Ka kitea te ārahitanga, te ngākau nuitanga hoki o ngā kaumātua, ngā pākeke, me ngā mātua ki te angitu tonu o te kura. Ka ako ngā ākonga me te whānau i ō rātou tūranga, ā rātou kawenga mahi hoki i roto i tā rātou whai wāhi ki te hapori o te kura. He whakaute, he tautoko hoki kei ngā hononga me ngā taunekeneke. Ka tautokona te ako a ngā ākonga i ngā hononga ā-whānau, ā-hapū, ā-iwi hoki mā ngā haerenga, te kapa haka, me ngā akoranga hītori. He whai wāhitanga mō ngā ākonga ki te whakataurite me te whakatairite i ō rātou wheako, ō rātou mōhiotanga hoki ki ngā tūmomo iwi.

Ka ngākau nui ki te rere mutunga kore o te mātauranga mō ā rātou tamariki. I tēnei wā, ka whakarato te kōhanga reo me te kura i te mātauranga rumaki reo Māori mō ngā tamariki, mai i te tau 0 ki te 18. I nāianei, e tūhura haere ana te poari me te hapori whānui i ngā huarahi ki te whakawhānui i te kura ki ngā reanga o te whare wānanga.

  • He pai te whakawhānaungatanga ki waenga i ngā ākonga
  • Ka ako ngā ākonga i tō rātou tūranga hei tangata whenua, hei manuhiri hoki
  • He pakari te tū tangata, te tū ā-hapori hoki o ngā ākonga.

Te Ao

E tino tautokona ana ngā ākonga ki te tūhura me te whakatewhatewha i te ao o nehe, o nāianei, anamata hoki.

Ka whakamahi ngā kaiako i te marautanga o te kura ki te waihanga me te whakatinana i ngā hōtaka e hāpai ana i ngā ākonga ki te rangahau, te tūhura, me te whakatewhatewha i te ao. Ka whakarato ki ngā kaiako te whānuitanga o ngā tūmomo whai wāhitanga ki te ako ngaio me te whakawhanake ngaio, kia pakari ake ai te mōhiotanga ki te marautanga. Ka whakamahia e ngā kaiako te aronga tuitui ki te ako, hei āta whakarite i te whānuitanga me te hōhonutanga o ngā akoranga. He pai te hono o ngā whāinga ako ki ngā putanga o Te Aho Matua mō ngā ākonga. Ka whakamahi ngā ākonga i te taiao māori hei horopaki mō ngā akoranga, pērā i te hī ika me te whakatupu kai. Ka whakamahi rātou i te hangarau whakawhitiwhiti hei whakatairanga i ā rātou akoranga. E whakawhanake ana ngā ākonga ki te kōkiri i ā rātou ake akoranga.

  • E tautokona ana ngā ākonga kia whakamahi rātou i te hangarau whakawhitiwhiti, me te tūhura, te whakatewhatewha hoki i te ao whānui
  • E whakawhanake ana ngā ākonga i ngā pūkenga ki te kōkiri i ā rātou ake akoranga
  • E tautokona ana ngā ākonga kia ū ai rātou ki te aronga whakamātau i roto i ngā akoranga
  • Ka whakamahi ngā ākonga i te pāngarau, te pūtaiao, me te hangarau hei whakatewhatewha i te ao, i tua atu hoki.

Āhuatanga Ako

Ka ngana ngā ākonga ki te ako.

He pai ngā rauemi, te whakaritenga, me te hihiri hoki o ngā akomanga. Ka whakarato ngā kaiako i ngā taiao ako e whakaongaongatia ana, ā, e hāpai ana ngā rauemi o roto i te mātauranga. Ka tautoko ngā kaiako i ngā ākonga ki te whakamahi tika i te hangarau whakawhitiwhiti. Ka ākina e ngā kaiako te kōkiri a ngā ākonga i ā rātou ake akoranga. Ka whakarato ngā kaiako i hōtaka akoranga i whakahāngaitia ai ki ngā tūmomo reanga, mō te pāngarau me te reo matatini. Ka tautoko ngā mātua mā te taetae atu i ia te wā, me te āwhina i te roanga o te rā.

  • Ka arotahi, ka ngana nui hoki ngā ākonga ki ngā mahi
  • He tākare ngā ākonga ki te ako.

Te wāhanga hei whakawhanake

Kāhore ngā ākonga e tino mōhio ana ki tēnā o ā rātou mahi e whai hua ana, me ngā āhuatanga hoki ka whakapai ake, inā ki te reo matatini. Me whakapai ngā kaiako i te kounga o te kōrero urupare ki ngā ākonga.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake:

Kua tāutuhia e te kura, e tika ana kia whakapai ake i te kounga o te arotake whaiaro, me te āta hāngai i te titiro ki te whakapai i te aromatawai me te whakamahinga o ngā paetae ākonga hei āta kōkiri mārika i te ahunga whakamua, ngā whakatutukitanga, me te ngana hoki o ngā ākonga.

3 Te arotake whaiaro me te ārahitanga

He whāiti te māramatanga o ngā kaiwhakahaere matua ki te whai pānga nui o ngā paetae ākonga ki te arotake whaiaro. Ko te pakari, te whai kiko hoki o ngā hōtuku e pā ana ki ngā paetae ākonga, ka noho matua ki te whakamōhio i ngā whakataunga i whakaritea ai puta noa i te kura, tae atu hoki ki te kāwanatanga.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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

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

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

  • te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
  • te haumaru ā-tinana o ngā ākonga
  • te rēhitatanga o ngā kaiako
  • ngā tukanga ki te whakatū kaimahi
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura.

I tāutuhia e te Tari Arotake Mātauranga te wāhanga nei kāhore i tutuki e ai ki te ture:

I tāutuhia e te poari me te tumuaki ngā wā i whakaunu i ngā ākonga. Kāhore te poari i whai i ngā tukanga e tika ana ki te Ture Mātauranga 1989, me te pūrongo i aua mahi ki te Tāhuhu o te Mātauranga.

4.1 Me whakarite te poari i te whakatinanatanga o ngā tukanga me ngā mahi katoa e tika ana mō te whakaunu, te aukati, te whakarerenga, te pana rānei o tētahi ākonga, i runga i ngā whakaratonga tika i te Ture Mātauranga, me te Education Stand-down, Suspensions, Exclusions, and Expulsion Rules 1999, me te ārahitanga ka tukuna e te Tāhuhu o te Mātauranga.

[Wāhanga 13-18 Te Ture Mātauranga 1989]

5 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga:

Kia arotake, kia whakapai hoki te tumuaki me ngā kaimahi i te whakamahinga o ngā paetae ākonga.

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

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

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

19 Pipiri 2014

1 Context

What are the important features of this school’s context?

Te Kura Kaupapa Māori o Puau Te Moananui-ā-Kiwa is in Glen Innes, Auckland. This is a Te Aho Matua Kura Kaupapa Māori.

This kura is developing as a special place for many students and parents. Some whānau and students connect personally to the kura and its community. The community is well engaged in the life of the kura. Whānau support the daily operations and help set the future direction of the kura. Significant roll growth is expected in the near future and building renovations are underway.

The kura has a strong working relationship with local Kōhanga reo. Effective relationships have been established with the local marae and Ngāti Whātua.

A new board of trustees is in place. The principal is long serving at the kura as are some of the senior staff members.

2 Te Tino Uaratanga

How well do students develop physical and spiritual wellbeing through the harmonious alignment of body, mind and spirit?

Students are well supported to develop physical and spiritual wellbeing through the harmonious alignment of body, mind and spirit?

Te Ira Tangata

Students are well supported to develop spiritual and physical wellbeing through their involvement in the daily life of the kura. Students demonstrate positive relationships with each other and with the wider kura community. Daily tikanga practices, recreation and sporting pursuits also support students to develop physical and spiritual wellbeing. Whānau relationships are embraced and celebrated in the kura. Whakapapa connections to tipuna and to hapū and iwi are investigated by students. Students learn about who they are and where they come from. Students are supported to interact with and learn from pakeke and kaumātua. Students participate in many sporting and recreational activities including swimming, waka ama, mau rākau and kapa haka. Students benefit from the daily breakfast club which is popular and well attended. Students receive milk in schools and fruit to ensure that they are ready for learning. In addition the principal has built sound and meaningful relationships with many external support agencies to provide suitable care and support for students. Students develop a strong sense of belonging to the kura and its community.

Te Reo

Students are well supported to read, write and converse in te reo Māori.

Children hear good models of te reo Māori. Staff speak te reo Māori consistently throughout the day. Whānau members are supported to attend te reo Māori training including Ātaarangi, Te Ara Reo and Kura Reo. There is a high expectation that whānau and students enrolling at the kura have a commitment to te reo Māori. Learning programmes have been developed for emergent learners of te reo Māori where appropriate.

Teachers demonstrate their commitment to improve and to refine their teaching practice. They have ongoing professional learning and development about the teaching and learning of literacy. Teachers share their knowledge and resources with each other. Videos of how to manage and use assessment tools are available for staff to access.

Area for development

The board is not well informed about the progress and achievement of students across the kura. While the kura has some information about student progress and achievement this has not been well analysed.

The analysis and interpretation of student achievement information in writing and reading is inadequate. Staff do not use the data to identify the students who require specific programmes to increase their rate of progress.

There is no current student achievement information about oral language progress and achievement.

Ngā Iwi

Students are well supported to develop an understanding of who they are and where they are from.

Kaumātua, pakeke and parents show leadership and commitment to the ongoing success of the kura. Students and whānau learn about their roles and responsibilities as members of the kura community. Relationships and interactions are respectful and supportive. Students are supported to learn about whānau, hapū and iwi connections through excursions, kapa haka and history lessons. There are opportunities for students to compare and contrast their experiences and knowledge of different iwi.

Whānau are committed to seamless education for their children. Currently the kōhanga reo and kura provide a te reo Māori immersion education pathway for children from 0-18 years old. The board and wider community are now exploring ways to extend the kura to tertiary levels.

  • Students relate well to each other
  • Students learn about their role as tangata whenua and as manuhiri
  • Students have a strong sense of self and community.

Te Ao

Students are well supported to explore and investigate the past, present and future.

Teachers use the kura curriculum to design and implement programmes that assist students to research, explore and investigate the world. A range of professional learning and development opportunities are provided for teachers to build curriculum knowledge. An integrated approach to learning is used by teachers to ensure breadth and depth of learning. Learning objectives link well with Te Aho Matua outcomes for students. Students use the natural environment as a context for learning such as fishing and growing food. They use ICT to enhance their learning. Students are developing as independent learners.

  • Students are supported to use ICT and to explore and investigate the wider world
  • Students are developing skills to work independently
  • Students are supported to have an experiential approach to learning
  • Students use maths, science and technology to investigate the world and beyond.

Āhuatanga Ako

Students are engaged in learning.

Classrooms are well resourced, organised and inviting. Teachers provide stimulating learning environments where resources support the curriculum. Teachers support students to use ICT appropriately. Self directed and independent learning is encouraged by teachers. Teachers provide differentiated learning programmes for pangarau and literacy. Parents support by attending regularly and helping during the day.

  • Students are focussed and on task
  • Students are enthusiastic about learning.

Areas for improvement

Students are not well informed about what they are doing well and what they can do better particularly in literacy. Teachers need to improve the quality of feedback to students.

Kura-identified areas of development

The kura have identified the need to improve the quality of self review with a particular emphasis on improving assessment and the use of student achievement information to accelerate student progress, achievement and engagement.

3 Self Review and leadership

Senior leaders have a limited understanding of the extent to which student achievement information contributes to self review. Sound and detailed analysis of student achievement data is vital to inform decision making throughout the kura, including governance. Board assurance on legal requirements

4 Whānau assurance on legal requirements

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

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

During the review, ERO checked the following items because they have a potentially high impact on 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.

ERO identified the following area of non-compliance:

The board and principal identified occasions when students had been stood down. The board has not followed appropriate procedures in the Education Act 1989 for reporting this to the Ministry of Education.

4.1  The board of trustees must ensure that all procedures and practices relating to the stand-down/suspension/exclusion and/or expulsion of any student are implemented in accordance with the relevant provisions of the Education Act, and the Education Stand-down, Suspensions, Exclusions, and Expulsion Rules 1999 and guidance issued by the Ministry of Education.[Sections 13-18 Education Act 1989]

5 Recommendations

ERO recommends that:

The principal and staff review and improve the use of student achievement information.

When is ERO likely to review the kura again?

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

Lynda Pura-Watson

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

19 June 2014

About the Kura

LocationAuckland 
Ministry of Education profile number4228 
Kura typeKura Kaupapa Māori 
Kura roll133 
Gender composition

Girls 57

Boys 76

 
Ethnic compositionMāori 133100%
Special FeaturesTe Aho Matua Wharekura 
Review team on siteMarch 2014 
Date of this report19 June 2014 
Most recent ERO reports

Te Aho Matua Review

Supplementary Te Aho Matua Review

Supplementary Te Aho Matua Review

April 2010

October 2006

March 2005