49 Minginui Road , Te Whaiti
View on mapKua 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, mā ngā hapū, me ngā iwi.
E tū ana Te Kura Toitū o Te Whaiti-nui-a-Toi ki Minginui. E whakarato ana te kura i te mātauranga ki ngā tauira 15, mai i ngā tau 1 ki te 10. E rua ngā wāhi ako o te kura nei, ā, e whitu kiromita te wehenga o waenga. E whakarato ana i te mātauranga reo Māori ki ngā tauira tokowhitu o ngā tau 0 ki te 5, ki te hapori o Minginui. Tokoono ngā tauira e ahu mai ai i te tau 6, te tau 7, me te tau 9, ā, kei Te Whaiti rātou e kuraina ana ki te mātauranga ara reo Pākehā. Tokorua ngā kaiako ki ia wāhi ako, ā, e kawe ngātahi ana i ngā mahi whakaako. He tokomaha ngā mema o te poari me ngā kaimahi kua roa nei e whai wāhi atu ana ki te kura.
E whanake ana ngā tauira i te ngākau titikaha hei uri angitu o Toi.
E ako ana ngā tauira ki tētahi taiao e pou herea ana ki ngā tikanga o Ngāti Whare. Ka hāpai ngā kaumātua i te tuku ihotanga o ngā mātauranga me ngā kōrero. Ko te whai wāhi atu ki ngā pōhiri, ngā waiata, ngā karakia Ringatū, ngā pepeha, ngā haerenga, me te marae, e whakapakari katoa ana i ngā pūkenga ahurea o ngā tauira, ā, kei te whakariterite i a rātou ki te hāpai i te hapori me te tū hei kaiārahi ā tōna wā, mā ngā pūmanawa o tō rātou tipuna, o Toi. Ko ngā pūmanawa o te tipuna, pērā i te tū hei kaitoro, e whakatinana ana i ngā mātauranga me ngā pūkenga waiwai e hāngai ana ki ngā tūmomo wāhanga o te marau. He whakaute tō ngā hononga, ā, kua pou herea ki te whakapapa me te whanaungatanga. E whanake ana ngā tauira hei kaitiaki o tō rātou hapū me tō rātou iwi.
Ka whakarato ngā kaiako i ngā taiao ako hihiri e arotahi ana ki te reo matatini me te pāngarau. E hāngai ana ngā mahere ki te Marau-a-Toi me Te Marautanga o Aotearoa. Kua whakatinanahia ki ngā mahi aromatawai papai hei whakawhanake, hei whakatinana i ngā wheako ako whakahihiri e kōkiri whakamua ana i te tauira. Ka whakamahi ngā kaiako i te tangongitanga o ngā rautaki e hāpai ana i te ako, pērā i te whakapoutama, i te whakarerekētanga, i te whakamihi, me te whakanui i ngā whakatutukitanga. Ka whakarato hoki rātou i ngā whai wāhitanga mō ngā tauira ki te kōkiri i a rātou anō mā roto mai i tētahi taiao ako e tautoko ana i a rātou. Ka whakamahi rātou i te whānuitanga o ngā tūmomo huarahi aromatawai, hei whakawhanake i ngā whakataunga tōtika a ngā kaiako me te tirohanga whanake tonu ki ngā paetae a ngā tauira i roto i te roanga o te wā. He ihumanea, he kaihāpai hoki ngā kaiako, kei te tino mōhio ki ngā tauira, ā, ka whakarato i ngā whai wāhitanga mō rātou ki te ārahi. E whakatinana ana ngā tauira i ngā pūmanawa papai e whakanuia ana e te whānau, e te hapū, me te iwi.
Ki tā ngā hōtuku whakamutunga tau mō ngā tēina Tau 1 ki te 5 o te tau 2023, kei te eke te nuinga o ngā tauira ki ngā tūmanako o te kura – ki tua atu rānei – i roto i te pānui me te tuhituhi. E tohu ana ngā hōtuku pāngarau, kua tata ki te katoa o ngā tēina e eke ana ki ngā taumata, ki tua atu rānei. Mō ngā tuākana, i aromatawaihia te pānui, te tuhituhi, me te pāngarau, heoi, i tohua ngā hōtuku i te hekenga i te whakawhitinga a te tauira ki te marau reo rua. Heoi, nāwai rā ka pai ake taua tūāhuatanga. Ka aroturuki, ka tuku rauemi hoki ngā kaiārahi o te kura i te marau, hei hāpai i te whakatere ake o ngā paetae o ngā tauira katoa. E whanake ana te mātau o ngā tauira ki te reo Māori.
E ū ana te poari ki te mahi hei painga mō te whānau, te hapū, me te iwi. E mōhio ana rātou, ko te noho houkura o ngā tauira ā tōna wā, ka whakataungia mā te whakapūmau i te reo, i ngā tikanga, me te tuakiri hoki hei uri o Ngāti Whare. He whānui te tautōhito me ngā tūmomo pūkenga o ngā mema o te poari e whakakanohi ana i te hapori whānui o Minginui. Tae atu ai te katoa o ngā mema o te poari ki ngā whai wāhitanga ako ngaio e whakaratohia ana e Te Whakarōpūtanga Kaitiaki Kura o Aotearoa. Kua tīmatahia te hapori o te kura ki te tūhonohono ā-mahi atu ki Te Rūnanga o Ngāti Whare, hei whakahāngai i ngā rautaki e whakatairanga ake ai i ngā putanga papai ki ngā tauira, ki te hapū, me te iwi. Ko te whakapai ake i ngā putanga ki ngā tauira te aronga o ngā whakataunga a te whānau me te poari.
Me whakapakari ake i te ārahitanga me te taha kāwana. Nā te pā tata o ngā hononga ki waenga i te kura, e tino taunakihia ana kia whakatinanahia tētahi tukanga pakari, hei whakatau i ngā take whai taharua. Ko ngā take tūhonohono ki waenga i ngā kaimahi e pā tōraro ana ki te āheinga o te tumuaki ki te ārahi kia whai hua ai puta noa i te kura. Kei tētahi wāhi mahi ngā tuākana, kei tētahi atu ngā tēina, ā, kāhore ngā hōtaka whakaako me ngā hōtaka ako e riterite ana. E tika ana kia mārama ngā tūmanako e pā ana ki te whakatōpūtanga o ngā whakaritenga whakaako, whakaritenga ako hoki puta noa i te kura, me te whai māramatanga ngātahi ki te whakatutuki i ngā putanga e hiahiatia ana mō ngā tauira. Kāhore anō te tino pūmanawa o ngā tauira kia whakatinanahia.
Me whakawhanake ake i te marau a ngā tuākana, hei whakatutuki i te taumata reo Māori o ngā tauira. Ko tō te whānau wawata, kia matatau ngā tauira katoa ki te reo Māori, engari kei te hāngai noa te titiro ki te whakarato i te reo ki ngā tau 0 ki te 5. E wawata ana te whānau kia whakatinanahia e ngā tauira ngā pūmanawa o ō rātou tīpuna, tae atu hoki ki tō rātou mātau ki te reo Māori. Ko te whakarato i tētahi huarahi rumaki reo Māori e mau ana i ngā tikanga ako pakari, ka hāpai i te noho tonu o ngā tauira ki te Tau 8, me te whakapikitanga ake o te tatauranga tamariki ki te kura.
Me mārama ake, me whakatinana ake ngā mema o te poari i ō rātou tūranga me ā rātou kawenga mahi. Me whai māramatanga ngātahi ngā kaitiaki ki ngā kaupapa here me ngā tukanga o te kura, ā, me āta whakatau i te ārahitanga o aua tūāhuatanga i ngā whakaritenga. Me mārama anō hoki ngā kaiārahi ki ngā tūmanako whakahaere o te Tāhuhu o te Mātauranga, hei āta whakatau i te whakatutukitanga o ngā herenga ā-ture. Kāhore anō kia oti i ngā kaimahi ngā whakangungu e pā ana ki te whakatina tauira, ā, me whakatinana i ngā tūāhuatanga o taua herenga ā-ture. Me whakapai ake i te whakahaeretanga o ngā pūmanawa tangata, tae atu ki te huringa taiāwhio pakari o te tupu ngaio mō ngā kaimahi whakaako katoa. Waihoki, me whakatakoto anō hoki i tētahi kirimina ā-tau e pā ana ki te whakahaere āhua mahi. Ka whai hua ngā tauira i te wā e whakatairanga ana ngā pūnaha, ngā tukanga, me ngā whakaritenga i tō rātou hauora me tō rātou haumaru, tae atu hoki ki tā rātou ako.
I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te tumuaki he Tauāki Kupu Tūturu a te Poari me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i aua tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki te haumaru me te waiora o ngā ākonga:
Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:
[Education and Training Amendment Act 2023, Children’s Act 2014]
[s599 Te Ture Mātauranga me te Whakangungu 2020; me te Kirimina ā-tōpū mō te Whiwhi Mahi]
I whakawhanakehia e Te Tari Arotake Mātauranga me te tumuaki te taunakitanga e whai ake nei, arā, kia:
Rita Walker
Toka ā Nuku Whakakapi
Te Uepū-a-Motu – Māori Services
29 Whiringa ā-rangi, 2024
| Te tūwāhi | Kei Te Whaiti |
| Te tau a te Tāhuhu o te Mātauranga | 545 |
| Te tūmomo kura | He kura hiato whakawhāiti (Tau 1-10) |
| Te tokomaha o ngā ākonga o te kura | 13 |
| Ngā hononga ā-iwi | Māori 13 |
| Ngā āhuatanga motuhake | Kura Motuhake |
| Te wā i te kura te rōpū arotake | Here-turi-kōkā 2024 |
| Te wā o tēnei pūrongo | 29 Whiringa-ā-rangi 2024 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Pipiri 2019; Arotake Mātauranga, Whiringa-ā-nuku 2015; Arotake Mātauranga, Hui-tanguru 2011 |
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.
Te Kura Toitu o Te Whaiti o Toi is in Minginui. The kura provides education for 15 tauira in Years 1–10. The kura is situated on two separate sites seven kilometres apart. Te reo Māori education is provided for seven Years 0 to 5 tauira located in the Minginui village. English medium education for six students in Years 6, 7 and 9 is provided at Te Whaiti. Each site has two kaiako that share teaching responsibilities. Many of the board and staff have a long association with the kura.
Tauira are developing confidence to be successful descendants of Toi.
Tauira learn in an environment that is underpinned by the tikanga of Ngāti Whare. Kaumātua support the intergenerational transmission of knowledge and stories. Participating in pohiri, waiata, karakia Ringatu, pepeha, haerenga and going to the marae regularly strengthens tauira cultural capability preparing them to contribute to the hāpori and be future leaders in the likeness of their ancestor - Toi. The tipuna characteristics, such as kaitoro, exemplify intelligences and essential skills that align to different curriculum areas. Relationships are respectful and underpinned by whakapapa and whanaungatanga. Tauira are developing as kaitiaki for their hapū and iwi.
Kaiako provide engaging learning environments that focus on literacy and numeracy. Planning aligns to the marau ā Toi and Te Marautanga o Aotearoa. It is informed by good assessment practise to develop and implement engaging learning experiences to progress tauira. Kaiako use a variety of strategies that support learning including scaffolding, differentiation, praise and celebration of successes. They also provide opportunities for tauira to be independent in a supportive learning environment. A range of assessment approaches are used to develop reliable kaiako overall judgements and a formative view of tauira achievement over time. Intuitive and supportive kaiako know tauira well and provide opportunities for them to lead. Tauira exemplify positive attributes valued by whānau, hapū and iwi.
The 2023 end of year data for teina in Years 1-5 show that most tauira are achieving at or above kura expectations in pānui and tuhituhi. Pāngarau data showed that almost all teina were achieving at or above. For tuākana, who are assessed in reading, writing and mathematics, data shows a decline as tauira transition to the bilingual curriculum. This, however, improves overtime. School leaders monitor and resource the curriculum to promote accelerated achievement for all tauira. Tauira are developing as competent users of te reo Māori.
The board is committed to serving whānau, hapū and iwi. They understand that prosperity for tauira’ future lies in their acquisition of strong te reo, tikanga and identity as uri of Ngāti Whare. The board is made-up of members with a variety of experience and a range of skills and representation of the wider Minginui community. All board members attend professional learning opportunities provided by Te Whakarōputanga Kaitiaki Kura o Aotearoa, formerly the New Zealand Schools Trustees Association. The kura community are in the early stages of establishing a working relationship with Te Rūnanga o Ngāti Whare to align strategies to enhance positive outcomes for tauira, hapū and iwi. Improving tauira outcomes is the focus of whānau and board decision making.
Leadership and governance require strengthening. Given the close relationships within the kura it is highly recommended a robust process be implemented to regulate conflict of interests. Relational issues amongst staff are impacting on the ability of the tumuaki to lead effectively across the kura. Tuākana and teina work on different sites and teaching and learning programmes are inconsistent. There is a need for clear expectations around cohesive schoolwide teaching and learning practises and collective understanding of achieving desired tauira outcomes. Tauira full potential is yet to be realised.
The tuākana curriculum requires further development to respond to the level of competency in te reo Māori of tauira. Whānau aspire for all tauira to be fluent in te reo Māori however, the deliberate provision for this only occurs from Years 0–5. Whānau aspirations for tauira are to reflect the attributes of their tūpuna including being competent speakers of te reo Māori. Provision of a pedagogically sound immersion Māori pathway should also assist with retaining students to Year 8 and increasing the roll.
Board members need to understand and enact their roles and responsibilities better. Trustees need a collective understanding of the kura policies and procedures, and to be assured these guide practice. Leadership also needs to be current with the Ministry of Education operational expectations to ensure legislative requirements are being met. Physical restraint training for staff is yet to be completed, and the regulation of this area requires implementation. Human resource management requires improving including, having a vigorous professional growth cycle for all teaching staff. Also, the tumuaki must have an annual performance management agreement in place. Tauira benefit when systems, processes and practices promote their health, safety and learning.
Before the review, the board of trustees and principal completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
To meet compliance requirements, they must:
ERO and the tumuaki developed the following recommendation:
Rita Walker
Toka-ā-Nuku – Acting Director
Te Uepū ā-Motu – Māori Review Services
29 November 2024
| Location | Te Whaiti |
| Ministry of Education profile number | 545 |
| Kura type | Restricted Composite Years 1-10 |
| Kura roll | 13 |
| Ethnic composition | Māori 13 |
| Special features | Kura Motuhake |
| Review team on site | August 2024 |
| Date of this report | 29 November 2024 |
| Most recent ERO report(s) | Education Review, June 2019; Education Review, October 2015, Education Review, February 2011 |
Ka whai whakaaro te tukanga arotake a Te Tari Arotake Mātauranga ki te horopaki, te āhua o ngā mahi, me te āheinga arotake whaiaro hoki o ia kura. Ka tītore Te Tari Arotake Mātauranga i ngā kura kei te pēhia e te uauatanga, i ngā kura kei te pakari, ā, i ngā kura kua tino whanakehia te taha arotake whaiaro. Kua waihangatia ngā arotake 1 ki te 2 tau hei hāpai i ngā kura kei te pēhia e te uauatanga. Ka hāngai ēnei tūmomo arotake ki te whakaratonga a Te Tari Arotake Mātauranga i te aromātai e haere tonu ana, i te roanga o te kotahi tau ki te rua tau, ā, i taua wā e whai ana te kura ki te whakapakari i te whānuitanga o āna mahi, me te whakapakari i tōna āheinga arotake whaiaro.
E whakautu ana tēnei pūrongo i ngā pātai matua e pā ana ki te whakamāramatanga me te horopaki o te kura mō tēnei arotake. Ka whakarato hoki te pūrongo i te aromātai e pā ana ki te whai huatanga o te kura ki te whakatutuki i ngā wāhanga i tāutuhia ai hei arotake, hei whanake hoki, me te kounga o āna whakaritenga, āna pūnaha hei rōnaki i āna mahi, me te whai tonu kia pakari ake ēnei.
Nā ngā whakaaturanga o tēnei arotake, ko tā Te Tari Arotake Mātauranga whakataunga aromātai whānui mō te āhua o ngā mahi a Te Kura Toitū o Te Whaiti-nui-ā-Toi ki te whakatutuki i ngā putanga e whai hua ai mō ngā ākonga, e mea ana: kei te whakawhanakehia.
E tū ana Te Kura Toitū o Te Whaiti-nui-ā-Toi ki te hapori taratahi o Te Whaiti, e pā tata atu ana ki Murupara. Ka whakarato te kura i te mātauranga mō ngā ākonga o ngā tau 1 ki te 10, ā, e whakahaerehia ana ki ngā wāhi e rua – arā, ko Te Ahurewa Mataareo ki Minginui (e whakarato ana i te mātauranga mā te reo Māori mō ngā ākonga o ngā tau 1 ki te 6) me Te Ahurewa Mataamua ki Te Whaiti (e whakarato ana i te mātauranga mā te reo Pākehā mō ngā ākonga o ngā tau 7 ki te 10).
I te pūrongo o mua a Te Tari Arotake Mātauranga i te tau 2015, i tāutuhia te maha o ngā take i hāngai ai ki te kāwana me te ārahitanga ki te kura, te whakahaeretanga o ngā kaimahi, tae atu ki te arohaehae i ngā kaiako, i te pūrongo i ngā paetae me te ahu whakamua o ngā ākonga, me te kounga o te mātauranga.
Mai i te tīmatanga o te tau 2018, kua pā ki te poari me te tumuaki ngā take ki te whakakikī i ngā tūnga kaimahi ki ngā wāhi ako e rua, nā te noho tūroro me te noho pani. Kua whakatūngia tētahi kaiako e mau ana i te Tūranga Whakaako Whai-herenga, ko tāna he hāpai i ngā hōtaka akoranga o ngā ākonga o ngā tau 7 ki te 10, heoi, e rua anō hoki ngā rā o ia wiki e mahi ā-akomanga ana te tumuaki. Kotahi te kaiako ki Te Ahurewa Mataareo.
Kua whakamahi te poari, te tumuaki, me ngā kaiako i te pūrongo o mua a Te Tari Arotake Mātauranga ki te whakapai ake i te kounga o te mātauranga. E noho pūmau ana rātou ki te whakapai tonutanga, puta noa i te kura.
Kua hāngai ake te titiro ki te whakatairanga atu i ngā paetae i roto i te reo matatini me te pāngarau. Ka mahi ngā ratonga o waho ki te taha o ngā kaiako ki te whakapiki ake i ō rātou mōhiotanga ki te whakaemi me te pūrongo i ngā paetae ākonga. E tīmata ana ngā kaiako ki te whakamahi i aua mōhiohio hei hāpai i ngā matea o ia ākonga, me ia rōpū ākonga. I nāianei, ka whakaemihia ngā paetae ākonga ā-kura, ā, ka pūrongotia ki te poari. Ka whakaratohia ngā pūrongo ahu whakamua ki ngā mātua, ā, e hāngai ana ēnei ki te ahu whakamua me ngā whakatutukitanga o te ākonga. Ka aroturukitia, ka pūrongotia hoki i ia te wā te ahu whakamua me ngā paetae o ngā ākonga.
E hāngai ana ngā wheako ako a ngā ākonga ki tō rātou taiao tonu me ngā tū hononga ō rātou ki tō rātou hapori, ki tua atu hoki. Ko ētahi o aua kaupapa, ko te hui tahi me ētahi atu ākonga e ngākau nui ana ki te taiao, me ngā tikanga, ngā mahi tiaki hoki ki ngā horopaki taiao. Kua whai wāhi matua te poari ki te whakahono atu ki ngā rōpū tāngata taketake, kia āhei ai ngā ākonga ki te whakawhanaunga ki ētahi atu ahurea. Ko te tūhonohono ki ētahi atu ākonga nō kura kē, mā ngā hākinakina me ngā kaupapa ahurea tētahi atu āhuatanga e āta noho matua ana. Ka riro i ngā ākonga ngā hononga papai ki ngā tini tāngata nō roto, nō waho hoki o tō rātou hapori.
E whakawhanake tonu ana te tumuaki, ngā kaiako, me te poari i tā rātou marau ā-kura e kīia nei ko Ngā Mauri a Toi. E hāngai ana te marau ā-kura ki ngā pūmanawa me ngā whakatutukitanga o Toi, ā, ka hāpai i ngā ākonga ki te whakatinana i ngā mātauranga me ngā māramatanga tuku iho ki tēnei ao hurihuri. Kua oti te tuhi te āhua o te ākonga i tōna putanga i te kura mā te whakarite ki ngā pūkenga me ngā pūmanawa o Toi, heoi anō rā, he mahi tonu e tika ana hei whai ake, kia mārama te aronga ki ngā kaiako me te whānau.
Waihoki, kua whakapūmau te tumuaki, ngā kaiako, me te poari i ngā hononga ki te hapori whānui tonu, hei whakawhānui ake i te tirohanga a ngā ākonga ki te ao, i ā rātou wheako ako hoki. E whai wāhi atu ana ngā ākonga ki tētahi marau e whai pānga nui ana ki a rātou anō.
Me whakawhanake tonu i te tātari me te whakamahinga o ngā hōtuku e pā ana ki ngā paetae ākonga. Ahakoa ka whakaemi ngā kaiako i ngā hōtuku aromatawai, e whakawhanake tonu ana rātou i tō rātou māramatanga ki te āta whakamahi i aua hōtuku kia whai hua ai ki te whakatinana i ngā mahere o te akomanga, me te kōkiri i ngā paetae. Kei te mahi tonu ngā kaiako me te tumuaki ki te taha o ngā ratonga o waho, ā, kia whakapakari ake hoki rātou i tā rātou whakamahinga o ngā mōhiohio aromatawai hei ārahi i te whakamahere mō ia ākonga, mō ngā rōpū ākonga rānei me hāpai mātua rā i roto i ngā akoranga.
Kua whakawhanakehia e te poari, e te tumuaki, e ngā kaimahi ngā rautaki hei whakapai ake ai i te āhua mahi, puta noa i ngā wāhanga katoa, hei painga mō te ako a ngā ākonga. Ka kitea tō rātou ngākau nui ki te whakapūmau i ngā whakapaitanga.
Kua arotahi te poari me te tumuaki ki te whakapai ake i te kounga o te mātauranga. Kua tāutuhia e rātou ngā kaupapa rautaki matua, tae atu ki te whakawhanaketanga o ngā hononga ki te ao whānui tonu hei whakatairanga ake i ngā huarahi ako ka whai ake, hei whai wāhi atu ki te oranga o te hapori, hei whakawhanake i ngā tino hononga ki te hapori tonu me te hapori whānui, ā, hei whakapakari ake i ngā pūmanawa ki te kōrero i te reo Māori.
Mai i te arotake o mua a Te Tari Arotake Mātauranga, kua whakawhanake tonu te tumuaki i tōna ngākau titikaha me tōna māramatanga hoki ki tana tūranga hei kaiārahi ngaio i roto i te kura. He auau te whakarato i ngā pūrongo ki te poari mō ngā paetae ākonga, te whakawhanaketanga ngaio o ngā kaimahi, me te whakaako, te ako hoki. Kua whakatūngia tētahi kaiarohaehae o waho mō te tumuaki, ā, kua āta tāutuhia ngā whāinga whakawhanaketanga o te tumuaki. Kua tāutuhia ngā kaupapa matua mō ngā tū āhuatanga o te ārahi me te whai wāhi atu a te tumuaki i te kāwana ki te kura. Kei te hōrapa haere ngā hononga ngaiotanga a te tumuaki, ā, kei te whai wāhi hoki ia ki ngā mahi a tētahi kāhui tumuaki ki roto i a Tūhoe me te wāhi o Kawerau.
Kei te pakari te poari i nāianei ki te whakapuaki i ō rātou wawata. Kua tāutu rātou, e tika ana kia whakaōkawatia, kia tuhia hoki tā rātou aronga rautaki. E arotahi ana rātou ki te hāpai i te waiora o ngā ākonga me tō rātou hapori. Kua whai wāhi matua te poari kia riro i te kura me te whānau ngā ratonga ipurangi e whai kounga ana, ā, e hāpai ana hoki tēnei i ngā mahi e whakatairanga ana i ngā putanga mātauranga.
Kua pai ake te whai wāhi mai o te whānau ki te kura, whai muri i te arotake o mua a Te Tari Arotake Mātauranga. E arotahi ana te poari, te tumuaki, me ngā kaiako kia whai wāhi mai ngā whānau ki ngā whakawhanaketanga i te kura e hāpai ai i te tupu me te whai oranga o tō rātou hapori. Ka akiaki rātou i te whānau ki te whai wāhi atu ki ngā kaupapa a ngā ākonga. Ka mahi tūao te whānau hei hāpai i te kura. Ka whakapā atu te tumuaki me ngā kaiako ki te whānau i ia te wā, hei whakapai ake i ngā putanga ki ngā ākonga.
Me whakangungu tonu te poari mō te āhua o ō rātou tūranga me ā rātou kawenga i roto i te kāwana o te kura. E hāpaitia ana tā rātou tae atu ki ngā hui ā-tau a Te Whakarōpūtanga Kaitiaki Kura o Aotearoa. Kāhore e āta kitea ana, pēhea nei te whakamahinga o ngā kaitiaki i aua akoranga hei whakapai ake i ngā mahi kāwana i te kura. Kāhore te poari e āta whakaemi ana, e āta whakamahi ana hoki i ia te wā i ngā mōhiohio aromātai o roto e whai kounga ana. Kua tae ki te wā kia whakawhanakehia e te poari ngā pūnaha mō te tuhi me te arotake i te ahu whakamua o ngā mahi e whakatutuki ai i ngā mahere rautaki me ngā kaupapa matua ā-tau. Kua whakaritea tētahi puka kāwanatanga hei hāpai i ngā mahi aromātai ki roto i te kura.
Kei te whanake tonuhia ngā tūranga me ngā kawenga mahi e pā ana ki te ārahitanga. Ahakoa e aro nui ana te tumuaki ki te tū hei kaiārahi o ngā akoranga, kua whai wāhi matua ia ki te whakapakari ake i te kāwana a te poari. Nā taua tūāhuatanga, kāhore ia i āta whakatutuki mārika i ētahi o āna kawenga hei kaiārahi ngaio. Kāhore anō kia oti te arohaehae i ngā kaimahi. Kua tāutuhia ngā whāinga whakawhanaketanga a ngā kaimahi, engari kāhore anō ēnei kia āta aroturukitia, kia āta pūrongotia hoki. Ko ngā wero i pā ki ngā kaimahi, ko te ruarua hoki o ngā kaimahi ētahi atu take i kaupare atu i te whakatutukitanga o te tumuaki i te tukanga ki te taha o ngā kaiako.
Kua tāutuhia e te poari ko te reo Māori tētahi kaupapa matua o ngā whakawhanaketanga tonutanga. Hei hāpai i tēnei tūāhuatanga me whakawhanake, me whakatinana hoki rātou i tētahi rautaki reo Māori e whakapakari ake ai i te whakamahinga o ngā ākonga, ngā kaiako, me te whānau i te reo Māori, ā, i ō rātou pūmanawa anō hoki ki te kōrero i te reo Māori.
I mua o te arotake i whakatutukitia e te whānau me te tumuaki te Tauāki Kupu Tūturu a te Poari mā Te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ō rātou herenga ā-ture e pā ana ki:
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 te paetae o ngā ākonga:
Hei whakapai ake i ngā whakaritenga o tēnei wā, me tahuri te poari ki te:
E taunaki ana Te Tari Arotake Mātauranga, kia tahuri te poari, te tumuaki, me ngā kaiako ki te:
Nā ngā whakaaturanga o tēnei arotake, ko tā Te Tari Arotake Mātauranga whakataunga aromātai whānui mō te āhua o ngā mahi a Te Kura Toitū o Te Whaiti-nui-ā-Toi ki te whakatutuki i ngā putanga e whai hua ai mō ngā ākonga, e mea ana: kei te whakawhanakehia.
Charles Rolleston
Toka ā-nuku
28 Pipiri, 2019
|
Te tūwāhi |
Kei Te Whāiti |
|
|
Te tau a te Tāhuhu o te Mātauranga |
545 |
|
|
Te tūmomo kura |
He kura hiato (Tau 1-15) |
|
|
Te tokomaha o ngā ākonga o te kura |
30 |
|
|
Te ira tangata |
Kōtiro 11 Tama 19 |
|
|
Ngā hononga ā-iwi |
Māori Papua Nūkini |
27 3 |
|
Ngā āhuatanga motuhake |
He kura motuhake E rua ngā ara reo e whāngai ana i te mātauranga |
|
|
Te wā i te kura te rōpū arotake |
1 Haratua 2019 |
|
|
Te wā o tēnei pūrongo |
28 Pipiri, 2019 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Tāpiri Arotake Mātauranga |
Whiringa-ā-nuku 2015 Huitanguru 2011 Haratua 2009 |
ERO’s review process takes into account each kura context, performance and self-review capacity. ERO differentiates between kura that are having difficulties, kura that are performing well, and kura that are high performing and have well-developed self-review. 1-2 Year reviews are designed to support kura that are experiencing difficulties. These reviews involve ERO providing ongoing evaluation over the course of 1-2 Years as the kura works to improve its overall performance and build its self-review capability.
This report answers key questions about the kura background and the context for the review. The report also provides an evaluation of how effectively the kura is addressing areas identified for review and development and the quality of its practices and systems for sustaining performance and ongoing improvement.
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of the performance of Te Kura Toitū o Te Whāiti-nui-a-Toi in achieving valued outcomes for its students is: Developing.
Te Kura Toitū o Te Whaiti-nui-ā-Toi is located in the remote settlement of Te Whaiti, near Murupara. The kura provides education for Years 1 to 10 students and operates on two sites: Te Ahurewa Mataareo in Minginui (Māori medium education for Years 1 to 6 students) and Te Ahurewa Mataamua (English medium education for Years 7 to 10 students) in Te Whaiti.
The previous ERO report in 2015 identified a number of concerns relating to school governance and leadership, personnel management including teacher appraisals, reporting student achievement and progress, and the quality of education.
Since the beginning of 2018, the board of trustees and principal have been dealing with staffing capacity issues across their two sites due to illness and bereavement. A kaiako with a Limited Authority to Teach has been appointed to support learning programmes for Years 7 to 10 students and the principal is also working in the classroom for two days a week. There is one kaiako at the Te Ahurewa Mataareo site.
The board of trustees, principal and kaiako have used the previous ERO report to improve the quality of education. They are committed to continued improvement throughout the kura.
There is a stronger focus on raising achievement in literacy and numeracy. External providers work alongside kaiako to increase their knowledge of gathering and reporting student achievement information. Kaiako are beginning to use this information to support the needs of individual and groups of students. School-wide achievement information is now collated and reported to the board of trustees. Progress reports about students’ progress and achievement are provided to parents. Students’ progress and achievement is monitored and regularly reported.
Students’ learning experiences relate to their immediate environment and the relationships within their community and beyond. These include exchanges with students interested in the natural environment and tikanga and care for environmental settings. The board of trustees has been instrumental in establishing relationships with indigenous groups so that students can interact with other cultures. Interacting with students from other schools in sports and cultural activities is prioritised. Students have positive relationships with a range of people within and outside of their community.
The principal, kaiako and board of trustees continue to develop their marau ā-kura Ngā Mauri a Toi. The marau ā-kura is based on the characteristics and feats of Toi, and enables students to apply traditional knowledge and understanding in a contemporary setting. Although a graduate profile based on Toi’s skills and attributes has been completed, further work is needed to provide clear direction for teachers and whānau.
Furthermore, the principal, kaiako and board have maintained relationships in the local and wider community to broaden student’s world view and learning experiences. Students engage in a curriculum that is relevant to who they are.
The analysis and use of student achievement data requires further development. Although kaiako gather assessment data, they are still developing their understanding of how to effectively use that data to inform classroom planning and accelerate achievement. Kaiako and the tumuaki continue to work with external providers and strengthen their use of assessment information to guide planning for individuals or groups of students who require additional learning support.
The board of trustees, principal and staff have developed strategies to improve performance across all areas in the interests of students learning. They demonstrate a shared commitment to sustaining improvements.
The board of trustees and principal have focussed on improving the quality of education. They have identified strategic priorities including developing networks to the wider world to enhance future learning pathways, contributing to the wellbeing of the community, developing strong relationships in the local and wider communities, and increasing te reo Māori capability.
Since the previous ERO review, the principal has continued to develop her confidence and clarity about her role as the professional leader within the kura. Regular reports are provided to the board of trustees about student achievement, staff professional development, and teaching and learning. An external appraiser for the principal has been appointed and the principal’s development goals are clearly defined. Key priorities have been identified for the different aspects of the principal’s leadership role and contribution to governance. The principal is extending her professional networks and is involved in work alongside a cluster of principals from Tūhoe and Kawerau.
The board of trustees can now confidently articulate their aspirations. They have identified the need to formalise and document their strategic direction. They have a focus on supporting the wellbeing of students and their local community. The board of trustees has been instrumental in securing access to reliable internet services for the kura and whānau which support improvements in education outcomes.
Whānau engagement in the kura has improved since the previous ERO review. The board of trustees, tumuaki and kaiako are focused on engaging whānau in kura developments that contribute to the growth and wellness of their community. They encourage whānau to participate in student activities. Whānau volunteer their time to support the kura. The principal and kaiako maintain ongoing contact with whānau to improve outcomes for students.
The board of trustees require further training on their governance roles and responsibilities. They are supported to attend the annual New Zealand School Trustees Association conferences. It is unclear how trustees use the learning to improve governance practices in the kura. The board of trustees do not consistently gather and use quality internal evaluation information. It is timely for the board of trustees to develop systems to document and review progress towards strategic planning and annual priorities. A governance manual has been developed to support self review in the kura.
Leadership roles and responsibilities are in a developmental phase. Although the principal has prioritised the need to be the leader of learning, she has been integral in strengthening board governance. This has meant she has not been able to fully attend to some of her responsibilities as the professional leader. Staff appraisal is incomplete. Development goals for staff have been identified but these have not been formally monitored and reported. Staffing challenges and shortages have also prevented the principal from completing the process with teaching staff.
The board of trustees has identified te reo Māori as a priority for ongoing development. To support this, they must develop and implement a te reo Māori language strategy that strengthens the language use and capability of students, kaiako and whānau.
Before the review, the board of trustees and principal completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
board administration
curriculum
management of health, safety and welfare
personnel management
financial management
asset management.
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration
processes for appointing staff
stand-downs, suspensions, expulsions and exclusions
attendance.
To improve current practice, the board of trustees must ensure that:
maintain an ongoing programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement
NAG 2(b)
ensure personnel management policies and procedures are well implemented to give assurance that all good employer obligations are met
NAG 3; s77A & s77C State Sector Act
develop and implement policies and procedures for employment and appraisal of all staff.
s 77C State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreement
ERO recommends that the board, principal and kaiako:
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of the performance of Te Kura Toitū o Te Whāiti-nui-a-Toi in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall School Performance is available on ERO’s website.
Charles Rolleston
Toka ā-nuku
28 June 2019
|
Location |
Te Whaiti |
||
|
Ministry of Education profile number |
545 |
||
|
Kura type |
Composite (Year 1 - 15) |
||
|
Kura roll |
30 |
||
|
Gender composition |
Boys 19 Girls 11 |
||
|
Ethnic composition |
Māori Papua New Guinea |
27 3 |
|
|
Special features |
Special Character Mixed Maori language in education school |
||
|
Review team on site |
1 May 2018 |
||
|
Date of this report |
28 June 2019 |
||
|
Most recent ERO report(s) |
Education Review Supplementary Review Education Review |
October 2015 February 2011 May 2009 |
|
E tū ana Te Kura Toitu o Te Whaiti-nui-a-Toi ki ngā wāhi e rua. Kāore te kura i te whakamahi i ngā kōrero angitu e panoni pai ai te kuhutanga, te kokenga me te angitu a ngā tauira. He kōiwi noa iho te hanga mai o te marau a te kura, ā, kāore i te tino whakatairanga, i te tautoko rānei i ngā akoranga a ngā tauira. Kāore i te pōari ngā rākau tika ki te whakatau i ngā māharaharatanga hōrapa i ngā kaupapa kāwana, i ngā kaupapa whakahaere me te kounga o ngā akoranga.
Ka hoki atu anō Te Tari Arotake Mātauranga ki te arotake i roto i te kōtahi ki te rua tau.
E tū ana Te Kura Toitu o Te Whaiti-nui-a-Toi ki ngā wāhi e rua. Kei Te Whaiti e tū ana te kura tuakana, Te Ahurewa Mātaamua, te whakaruruhau mō ngā tauira o ngā tau 6 ki te 10. Ko te kura teina, Te Ahurewa Mātaareo, e tū ana ki Minginui. E 80 - 100% te rūmakitanga o ngā whakahaere a te kura teina. He tino wero ki te tō mai he kaimahi ki tēnei takiwā nā te tāreketanga o tēnei kāinga.
Kāore i te kura te whānuitanga o ngā kōrero mō ngā raraunga o ngā angitutanga a ngā tauira, kāore hoki i te whakamahia ngā kōrero kei a rātou ki te āwhina i ngā panonitanga i roto i ngā akoranga. Ahakoa tērā, he kaha te aronga toi whenuatanga o ngā ākonga.
Kāore i te rite tonu te kohikohitanga me te tātaritanga o ngā kōrero mō ngā raraunga o ngā angitutanga a ngā tauira. Kei te ako tonu ngā kaiako ki te kohi i ngā kōrero mō ngā raraunga o ngā angitutanga a ngā tauira me te whakawā i ngā kōrero e puta mai ana i ngā raraunga nei. Kāore e taea e ētehi kaiako te whakatau he pēwhea rawa te koke a ngā tauira i roto i ngā akoranga.
Kāore i te mātakitakina te kounga o te kuhu, o te koke me te angitu a ngā tauira. Kei te ako tonu te tumuaki i te hira o te kohi, o te tātari me te pūrongo i ngā kōrero mō ngā rauranga o ngā angitutanga a ngā tauira. Ko te tikanga e whakamahia ana ngā kōrero nei hei tūāpapa mō ngā whakawhanaketanga e hāngai ana, e mataara ana ki ngā whāinga mō ngā angitutanga a ngā tauira. E ngaro ana ngā kōiriiritanga i roto i ngā whāinga angitu kua whakatokihia, ā, kāore i te tino mōhiotia he aha ngā kōrero e waha ana i ngā whāinga nei. Kāore te pōari me ngā mema o te whānau i te whakataurangitia mehemea rānei e puta ana ngā ihu o ngā tauira i te, i raro, i runga rānei o te taumata o a rātou akoranga.
He kōiwi noa iho te hanga mai o te marau a te kura, ā, kāore i te tino whakatairanga, i te tautoko rānei i ngā akoranga a ngā tauira.
Ahakoa e tāutuhia ana e te pōari o ngā kaitiaki e whai wāhi atu ana te taiao ki ngā kaupapa o te marau, he iti noa te māramatanga ō ngā kaimahi ki te hopu i tēnei āhuatanga me ngā uara o te kura i roto i te marau. Ahakoa tērā ētehi kaimahi e mātau ana ki ngā uara he ruarua noa ngā wā ka whai wāhi atu rātou ki te whakamomona i te hāngaitanga o ngā āhuatanga ki te marau a te kura. He iti noa te ārahitanga ngaio o roto me te tautokotanga o ngā kaiako i roto i tēnei āhuatanga, nō reira kāore rātou i te tino mōhio ki te whakahirahiratanga o te marau me āna whakamahinga. Kāore ngā tauira i te riro i ngā akoranga kounga.
Kāore i te whakatutukihia ngā hiahia ako motuhake a ngā tauira. Kāore i te tino pai te maheretanga o ngā hōtaka ako. He huhua ngā tauira mahere ka whakamahia e ngā kaiako ki te hopu i ō rātou whakaaro mō te whakatinana i te hōtaka ako. Kāore i te rite tonu te whakamahinga o ēnei mahere e ngā kaimahi. Kāore te hōtaka i te arotakengia, nō reira kāore ngā kaiako i te aro ki te tika, ki te whakatika rānei i te hōtaka. E ngaro ana ngā kōiriiritanga e tika ana i roto i ngā mahere ki te whakarato i ngā hōtaka ako whai take, ā, kāore hoki i te mau i ngā putanga mā ngā tauira. Kāore ngā tauira i te whiwhi i ngā tino wheako e aro atu ana ki ō rātou kaingākautanga me ō rātou matea.
Kāore i te pai te noho a te kura ki te whakamārō i tā rātou tū.
Kua tino oke te pōari ki te whakaū i ngā tikanga aromātai, i te mahere rautaki me ngā pūnaha pūrongo. Nō reira kāore e taea e rātou te āta whakatau whakaaro e pā ana ki ngā āhuatanga kāwanatanga me ngā whakahaere, tae noa ki te kounga o ngā akoranga. E ngaro ana te māiatanga i roto i te pōari o ngā kaitiaki ahakoa e hikaka ana ki te ako me te whakatinana āhuatanga i runga i te whakaaro nui ki ngā tauira.
Me kōtahi atu te aro ki ngā whakahaere kaimahi tae atu ki ngā aromihi me te whakaratotanga o ētehi kaupapa whakawhanake i ngā kaimahi. He iti noa te tautokotanga o tētehi kaiako tore-kaihuruhuru, ā, kua kore he mana inaianei o te rehitatanga o tētehi atu kaiako. Me arotake anō ngā pūnaha ki te āta titiro ki te rehitatanga o ngā kaiako. He take anō i roto i te hanga mai o te pōari, arā, he hononga tata kei waenganui i ngā kaitiaki o te pōari me ngā kaiako, ā, e tupu ana te raru i roto i ngā kaupapa pēnei i ngā aromihi me ngā whakataunga.
Kāore i te pōari ngā rākau tika ki te whakatau i ngā māharaharatanga e pā ana ki te aromātai, ki te mahere rautaki, ki ngā whakahaere kaimahi me te kounga o ngā akoranga.
I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he Tauāki Kupu Tūturu a Te Poari mā Te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
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:
Kia tutuki ai i te poari āna herenga ā-ture, me tahuri rātou ki te:
Ko te taunakitanga a te Tari Arotake kia whai whakaaro te Hekeretari o Te Mātauranga ki te whai wāhi atu i raro i te wāhanga 7A o te Ture Mātauranga 1989 hei whakatinana i ngā whakanikotanga e whai ake nei:
E tū ana Te Kura Toitu o Te Whaiti-nui-a-Toi ki ngā wāhi e rua. Kāore te kura i te whakamahi i ngā kōrero angitu e panoni pai ai te kuhutanga, te kokenga me te angitu a ngā tauira. He kōiwi noa iho te hanga mai o te marau a te kura, ā, kāore i te tino whakatairanga, i te tautoko rānei i ngā akoranga a ngā tauira. Kāore i te pōari ngā rākau tika ki te whakatau i ngā māharaharatanga hōrapa i ngā kaupapa kāwana, i ngā kaupapa whakahaere me te kounga o ngā akoranga.
Ka hoki atu anō Te Tari Arotake Mātauranga ki te arotake i roto i te kōtahi ki te rua tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
16 Whiringa-ā-nuku, 2015
|
Te Tūwahi |
Te Whati me Minginui,Waiariki |
|
|
Te Tau a Te Tāhūhū |
545 |
|
|
Te tūmomo kura |
He Kura Motuhake |
|
|
Te tokomaha o ngā tauira |
33 |
|
|
Ngā Iwi |
Māori |
100% |
|
He āhuatanga whakahirahira |
E rua ngā wāhi |
Tau 1-5 Rūmaki Māori Tau 6-10 Reo Rua |
|
Te Rā i tū ai te arotake |
28-30 Hongongoi 2015 |
|
|
Te wā o tēnei pūrongo |
16 Whiringa-ā-nuku, 2015 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Tāpiri Arotake Mātauranga Arotake Tāpiri |
Hepetema 2010 Mei 2009 Hepetema 2006 |
Te Kura Toitu o Te Whaiti-nui-a-Toi is based on two sites in Te Whaiti and Minginui. The kura does not use achievement information to make positive change for learners’ engagement, progress or achievement. The kura curriculum is under-developed and does not support student learning. The board is not well equipped to respond to the issues identified across governance, management and the quality of education.
ERO intends to carry out another review over the course of one-to-two years.
Te Kura Toitu o Te Whaiti-nui-a-Toi is in Minginui. It is an isolated yet close knit community. The kura is based on two sites. The senior school caters for year 6 to 10 students, Te Ahurewa Mataamua, is located at Te Whaiti. The junior school, Te Ahurewa Mataareo is at Minginui. There is a significant distance between the two sites. The junior kura operates at 80-100% immersion. Attracting staff to the area is a challenge as the area is isolated.
The kura does not have sufficient student achievement data nor do they use the information they do have, to make positive changes for learning. However students show a strong sense of belonging.
Student achievement information is not consistently collected or analysed. Kaiako are still learning about how to collect student achievement information and make professional judgements about what the data is saying. Some kaiako are unable to determine how well students are doing with their learning.
The quality of student engagement, progress and achievement is not monitored. The tumuaki is still learning about the importance of ensuring student achievement information is collected, analysed and reported. This information should then provide the basis for the development of relevant and responsive student achievement targets. Achievement targets that have been set lack sufficient detail and it is unclear what information was used to inform these targets. Neither, the board or whānau members can be assured that students are achieving at, below or above their level of learning.
The school’s curriculum is under-developed and does not promote or support student learning. Nevertheless, whānau are keen to support their children at school and as they learn.
Although the board of trustees has identified that the environment should influence the content of the curriculum there is limited understanding amongst staff about how to capture this. Internal professional guidance and support for kaiako is limited in this area, so they lack understanding about the kura curriculum and its use. Students do not receive good quality education.
Students’ individual learning needs are not met. Learning programmes are not well planned. Programme planning is inconsistent. Programme evaluation does not happen, so kaiako are not focused on programme improvement. Planning lacks the detail required to produce meaningful learning opportunities with defined learner outcomes. Students are missing out on great experiences that respond to their interests and needs.
The board has struggled to establish self-review, strategic planning and reporting systems and practices. As a result, they are not able to make informed and accurate decisions across all aspects of governance, management and the quality of education. The board of trustees have a genuine willingness to learn and respond in the best interests of students.
Personnel management including staff appraisal, the provision of a strong and influential professional development programme require immediate attention. Support for a provisionally registered teacher is lacking and one teacher’s registration has expired. Systems for checking teacher registrations need to be reviewed. There is a conflict of interest between board members and staff. This creates a concern particularly with matters like performance appraisal.
The board is not well equipped to deal with concerns with self-review, strategic planning, personnel management and the quality of education.
Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on students' achievement:
In order for the board of trustees to meet compliance requirements, it must:
ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 in order to bring about the following improvements:
Te Kura Toitu o Te Whaiti-nui-a-Toi is based on two sites in Te Whaiti and Minginui. The kura does not use achievement information to make positive change for learners’ engagement, progress or achievement. The kura curriculum is under-developed and does not support student learning. The board is not well equipped to respond to the issues identified across governance, management and the quality of education.
ERO intends to carry out another review over the course of one-to-two years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
16 October 2015
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Location |
Te Whaiti and Minginui, Bay of Plenty |
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Ministry of Education profile number |
545 |
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School type |
Special Charter (Kura) |
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School roll |
33 |
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Ethnic composition |
Māori |
100% |
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Special features |
Two sites |
Year 1-5 Full Immersion Year 6-10 Bi-lingual |
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Review team on site |
28 - 30 July 2015 |
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Date of this report |
16 October 2015 |
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Most recent ERO report(s) |
Supplementary Review Education Review Supplementary Review |
September 2010 May 2009 September 2006 |
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