Te Kura o Te Wainui-ā-Rua

Education institution number:
559
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
42
Telephone:
Address:

4502 Whanganui River Road, Ranana

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Te Kura o Te Wainui-ā-Rua

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 rere kau ana te awa mai i te kāhui maunga ki Tangaroa.

Ko au te awa, ko te awa ko au.

E tū ana Te Kura o Te Wainui-ā-Rua ki te hapori o Ranana, ki ngā tahataha o Te Awa Tupua o Whanganui. E whakarato ana te kura i te mātauranga reo rua ki ngā ākonga 36, mai i ngā tau 1 ki te 8. Nō Te Āti Haunui-a-Pāpārangi te nuinga o ngā uri anō hoki, nō ngā marae maha on ngā hapū o Hinengakau, Tamaūpoko, me Tūpoho hoki. Ko ngā tikanga me ngā kawa o Whanganui te tūāpapa o ngā tikanga whakaako. Katahi te kura i whakatū he rumaki reo mō ngā tau 1-6, me he pae reo rua mō ngā tau 7-8.  

3 Te Aronga o te Aromātai 

He pēhea rawa te whakaatu mai a ngā ākonga i te angitu hei uri o Te Awa Tupua? 

E whanake ana te ngākau titikaha o ngā uri ki ō rātou hononga ki Te Awa Tupua. 

4 Ngā Whakaaturanga 

E whanake ana te māramatanga o ngā uri ki tō rātou tū motuhake hei uri o Te Awa Tupua o Whanganui. Ko ētahi o ngā wawata o te whānau, ko te whai hononga ake o ā rātou tamariki ki te awa, ā, kia riro i a rātou ngā pūkenga me ngā māramatanga e tika ana mō te whai oranga me te puāwai i roto i tō rātou taiao. Mā roto mai i ngā ruruku, i ngā mōteatea, me ngā waiata, ka whakapuakihia e ngā uri tō rātou manawa whakahī ki tō rātou tuakiritanga. Ka toro atu ngā kaiako ki te taiao ako māoriori, hei tūāpapa mō ngā whai wāhitanga ako tūturu e āta whakatau ai i te whiwhinga o ngā uri i te tangongitanga o ngā wheako ako whakaongaonga e tūhono ana i a rātou ki Te Awa Tupua, ki tō rātou marae, me tō rātou whenua. He ātaahua, he whakaongaonga hoki ngā akomanga, ā, he nui hoki ngā rauemi. Ka whakaarotau ki te tuakiri, te waiora, me te aronga toi whenuatanga o ngā uri ki Te Awa Tupua. 

Ka mahi ngātahi te poari me te tumuaki ki te whai i te tirohanga, i ngā uara, me ngā whāinga o te kura, ā, ka hāngai pū te aronga ki ngā uara o te kura. I whakamana anōtia aua tūāhuatanga i te tau 2022. Ka whai wāhi ki te poari kaitiaki, ko ētahi nō ngā hapū o Te Awa Tupua. Ka whakakanohitia ia marae ki ngā hui whakataunga. Ka whai wāhi ngā kaitiaki o te poari ki ngā tūāhuatanga o ia rā ki te kura. Ka aro pū ngā mahere rautaki me ngā mahere ā-tau ki te whakapai tonutanga. Kua whakatakotohia aua tuhinga ki te whārangi ipurangi o te kura, hei tirohanga. Whiwhi ai ngā kaitiaki i ia te wā, ko ngā pūrongo a te tumuaki mō ngā wheako ako o ngā uri, me te maha anō hoki o ērā e tūhonohono ana i ngā uri ki ngā kōrero tuku iho mō ō rātou whakapapa me ō rātou pou whenua whakahirahira. 

Kei te whakatairanga tonu ngā kaiārahi me ngā kaiako i ō rātou mōhiotanga me ō rātou māramatanga ki ō rātou tūranga me ā rātou kawenga mahi. He mātātoa tā rātou whakawhanake i ngā kōtuitanga e whakapakari ai i ngā āheinga o te kura, ā, e whakawhānui ana, e whakatairanga ana hoki i te marau. He kawau mārō rātou mō te mātauranga o ngā uri i roto i te reo Māori me te ao Māori. Ka anga te titiro a ngā kaiārahi ki anamata. Kua tuku i te tono ki te hono atu ki Ngā Kura ā Iwi o Aotearoa. E whanake haere ana te kura ki te tū hei kura rumaki reo Māori, otirā, kia rumakina ki te mita o Whanganui. Ka whakatauira ngā kaiako i te mita o Whanganui, ā, e whakawhanake ana rātou i ngā rautaki reo e hāpai ai i te hopu reo o ngā uri. Waihoki, kua tono atu ngā kaiārahi ki te Tāhuhu o te Mātauranga kia tū hei wharekura, hei āta whakatau i te hūrokuroku o te ako a ngā uri, me te taurite hoki o te toro atu ki te mātauranga kura tuarua e aro nui ai ki ō rātou pūmanawa, ō rātou pūkenga, me ō rātou ngākau nuitanga. 

E hāngai ana te ako ngaio me te whakawhanaketanga ngaio o ngā kaiako ki ngā matea whakawhanake o te kura. Kua whakatakotohia te huringa tupu ngaio. E whakapakari ana ngā kaiako i ō rātou mōhiotanga me ā rātou whakaritenga e pā ana ki te reo matatini whai hanganga, me te whakaako i te pāngarau kia whai hua ai. I te wā ka puta ngā painga i ngā mōhiotanga me ngā whakaritenga o ngā kaiako, ka whai hua anō hoki ngā uri. 

Ngā Whakaritenga Matua ka whai ake

Me whakapakari i te aromātai o roto. Me tuitui ake i te ārahitanga o te marau, kia riterite ai ngā whakaritenga puta noa i te kura, mō te whakamahere, te aromatawai, me te pūrongo. E tohu ana ngā hōtuku paetae ākonga o te tau 2022 i te tini o ngā uri hei whakatere i roto i te ako o te reo matatini me te pāngarau, kia eke ai rātou ki ngā tūmanako o te kura. Me arotake i ngā whakaritenga aromatawai o te kura whānui, hei āta whakatau i te whai pūtaketanga o ngā mahi aromatawai. He mea nui kia ārahi anō hoki ngā aromatawai i ngā mahi a te kaiako ki te tautuhi me te whakamahere i ngā akoranga e whakatutuki ai i ngā matea o ia uri. E tika ana kia haere tonu, kia auau hoki te aroturuki i te ahu whakamua a ngā uri, i ā rātou paetae hoki, kia pūrongohia hoki i ia te wā hei pānuitanga mā ngā whānau me te poari. 

Me whai whakaaro ngā kaiako ki ngā huarahi e taea ai te whakapakari ake ngā hononga ako ki ngā whānau o ngā uri e mau ana i ngā matea ake. Ka hāpai taua tūāhuatanga i te tautuhi a ngā kaiako i ngā rautaki e āta poipoi ai i ā rātou tamariki. Ko ngā uri hoki hei whakatere ake i roto i te ako, ka whai hua anō hoki i roto i ngā pātuitanga ki ngā whānau. E mōhio ana te kura me te whānau ki ngā wero ka ahu mai i te tokomaha o ngā tamariki kōhungahunga o te tau tuatahi e uru mai ana ki te kura. I te mea kāhore he kōhanga reo e pā tata ana ki te kura, he tokomaha ngā uri e taetae mai ana ki te kura me te iti o te reo Māori, i te kore mōhio rānei ki te reo Māori. Me whakapakari ake i ngā mahere e hāpai ai i aua ākonga. Me nahanaha ake te aronga a te kura me te whānau ki te hāpai i ngā uri e mōhio ana ki te reo Māori iti noa, hei whakatere ake i tō rātou mātau ki te reo. 

5 Te Whakatau a te Poari 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.

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia mahi ngā kaiārahi me ngā kaiako o te kura ki te kōkiri whakamua i ngā whakaritenga matua i tautuhia ai ki tēnei pūrongo kia whāia. 

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

26 Whiringa ā-nuku, 2023

7 Ngā kōrero e pā ana ki te kura

Te tūwāhi Kei Ranana, ki Whanganui
Te tau a te Tāhuhu o te Mātauranga 559
Te tūmomo kuraHe kura tuatahi (Tau 1 ki te 8)
Te tokomaha o ngā ākonga o te kura36
Ngā hononga ā-iwiMāori 35, Iwi kē 1
Ngā āhuatanga motuhakeReo Rua 
Te wā i te kura te rōpū arotakeHere-turi-kōkā 2023
Te wā o tēnei pūrongo 26 Whiringa-ā-nuku 2023
Ngā pūrongo o mua a 
Te Tari Arotake Mātauranga
Arotake Mātauranga, Hōngongoi 2018; Arotake Mātauranga, Whiringa-ā-nuku 2015; Arotake Mātauranga, Hui-tanguru 2011

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 reports provide important information for whānau, hapū and iwi

2 Context 

E rere kau ana te awa mai i te kāhui maunga ki Tangaroa.
Ko au te awa, ko te awa ko au.

Te Kura o Te Wainui-ā-Rua is in the rural community of Ranana and is the last remaining kura along the Whanganui River road.  The kura provides kaupapa Māori education for 36 uri from Years 1 to 8. Whānau affiliate to Te Ātihaunui-ā-Pāpārangi. Uri represent marae from the local hapū of Hinengākau, Tamaūpoko and Tūpoho. Whanganui tikanga and values influence teaching and learning. The kura has recently transitioned to reo Māori immersion education for Year 1-6 uri and bilingual education for Years 7 and 8.  

3 Evaluation Focus
How well do students demonstrate success as descendants of Te Awa Tupua?

Uri are developing confidence in their connections to Te Awa Tupua

4 Findings

Uri are developing an understanding of their uniqueness as descendants of Te Awa Tupua o Whanganui. Whānau aspirations include their tamariki being more connected to the awa and for them to understand and attain the necessary skills to survive and flourish in their taiao. Ruruku, mōteatea and waiata allow uri to express pride in who they are. Kaiako utilise the natural learning environment as a basis for authentic learning opportunities to ensure that uri have a range of stimulating learning experiences that connect them to Te Awa Tupua, their marae and whenua. Classrooms are attractive, stimulating and well resourced.  Uri identity, wellbeing and sense of belonging to Te Awa Tupua is a priority. 

Governance and tumuaki work collaboratively to pursue the kura vision, values, and goals with a clear emphasis on ngā uara o te kuraThese were reaffirmed in 2022. The Board of Trustees is made up of members of hapū of Te Awa Tupua. Each marae is represented at decision making hui. Trustees are involved in the day-to-day life of the kura. Strategic and annual planning is improvement focused. These can be accessed on the kura website. Trustees receive regular reports from the principal about uri learning experiences, many of which connect them to their whakapapa stories and significant landmarks.

Leadership and kaiako continue to build their knowledge and understanding of their roles and responsibilities. They proactively develop networks to strengthen kura capacity and to extend and enrich the curriculum. They are advocates for uri education i te reo Māori and te ao Māori. Whānau are future focussed. An application has been made to join Ngā Kura-ā-Iwi. The kura is on a development journey to be full immersion i te reo Māori i te mita o Whanganui. Kaiako model the mita of Whanganui and are developing language strategies to support language acquisition for uri. Furthermore, the leaders have applied to the Ministry of Education for Wharekura status to ensure uri have continuity of learning and equitable access to a secondary education that is responsive to their needs, strengths, and interests. 

Professional learning and development for kaiako align to kura development needs. A professional growth cycle is in place. Kaiako are building their knowledge and practice in structured literacy and in the effective teaching of mathematics. Uri benefit when kaiako knowledge and practice leads to positive outcomes.

Key Next Steps

Internal evaluation requires strengthening. Better coherence in curriculum leadership is required to achieve consistent planning, assessment and reporting practices school wide. Student achievement data at the end of 2022 showed many uri required accelerated learning in literacy and mathematics to achieve school expectations. A school wide review of assessment practices should be undertaken to ensure that assessments are fit for purpose. It is important that assessment also provides effective guidance for kaiako to identify and plan for learning that meets the needs of individual uri. There is a need for ongoing regular monitoring and reporting of uri progress and achievement to whānau and the board.

Kaiako should consider how they can formalise closer learning partnerships with the whānau of uri with specific learning needs. This will support kaiako to identify strategies to best cater for their tamariki. Partnerships with whanau would also benefit uri whose learning requires accelerating. The kura and whānau are aware of the challenges that a high number of enrolments for new entrants pose. The lack of kōhanga reo provision where the kura is situated means that many uri come with a limited or no knowledge of te reo Māori. Planning to support these learners requires more rigour. A more deliberate approach by both the kura and the whānau is needed to assist uri with limited te reo Māori to accelerate their language competency.

5 Board Assurance on Legal Requirement

During the evaluation, ERO checked at 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.
     

6 Recommendation

ERO recommends that kura leaders and kaiako work to progress the key next steps identified in this report. 

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

26 October 2023

7 Information about the kura

LocationRanana, Whanganui
Ministry of Education profile number559
Kura typeFull Primary (Years 1-8)
Kura roll36
Ethnic compositionMāori 35, Other 1
Special featuresBilingual 
Review team on siteAugust 2023
Date of this report26 October 2023
Most recent ERO reportsEducation Review, July 2018; Education Review, October 2015; Education Review, February 2011

Te Kura o Te Wainui-ā-Rua

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 rere kau ana te awa mai i te kāhui maunga ki Tangaroa.
Ko au te awa, ko te awa ko au.

E tū ana Te Kura o Te Wainui-ā-Rua ki te hapori o Ranana, ki ngā tahataha o Te Awa Tupua o Whanganui. E whakarato ana te kura i te mātauranga reo rua ki ngā ākonga 36, mai i ngā tau 1 ki te 8. Nō Te Āti Haunui-a-Pāpārangi te nuinga o ngā uri anō hoki, nō ngā marae maha on ngā hapū o Hinengakau, Tamaūpoko, me Tūpoho hoki. Ko ngā tikanga me ngā kawa o Whanganui te tūāpapa o ngā tikanga whakaako. Katahi te kura i whakatū he rumaki reo mō ngā tau 1-6, me he pae reo rua mō ngā tau 7-8.  

3 Te Aronga o te Aromātai

He pēhea rawa te whakaatu mai a ngā ākonga i te angitu hei uri o Te Awa Tupua? 

E whanake ana te ngākau titikaha o ngā uri ki ō rātou hononga ki Te Awa Tupua.
 

4 Ngā Whakaaturanga

E whanake ana te māramatanga o ngā uri ki tō rātou tū motuhake hei uri o Te Awa Tupua o Whanganui. Ko ētahi o ngā wawata o te whānau, ko te whai hononga ake o ā rātou tamariki ki te awa, ā, kia riro i a rātou ngā pūkenga me ngā māramatanga e tika ana mō te whai oranga me te puāwai i roto i tō rātou taiao. Mā roto mai i ngā ruruku, i ngā mōteatea, me ngā waiata, ka whakapuakihia e ngā uri tō rātou manawa whakahī ki tō rātou tuakiritanga. Ka toro atu ngā kaiako ki te taiao ako māoriori, hei tūāpapa mō ngā whai wāhitanga ako tūturu e āta whakatau ai i te whiwhinga o ngā uri i te tangongitanga o ngā wheako ako whakaongaonga e tūhono ana i a rātou ki Te Awa Tupua, ki tō rātou marae, me tō rātou whenua. He ātaahua, he whakaongaonga hoki ngā akomanga, ā, he nui hoki ngā rauemi. Ka whakaarotau ki te tuakiri, te waiora, me te aronga toi whenuatanga o ngā uri ki Te Awa Tupua.

Ka mahi ngātahi te poari me te tumuaki ki te whai i te tirohanga, i ngā uara, me ngā whāinga o te kura, ā, ka hāngai pū te aronga ki ngā uara o te kura. I whakamana anōtia aua tūāhuatanga i te tau 2022. Ka whai wāhi ki te poari kaitiaki, ko ētahi nō ngā hapū o Te Awa Tupua. Ka whakakanohitia ia marae ki ngā hui whakataunga. Ka whai wāhi ngā kaitiaki o te poari ki ngā tūāhuatanga o ia rā ki te kura. Ka aro pū ngā mahere rautaki me ngā mahere ā-tau ki te whakapai tonutanga. Kua whakatakotohia aua tuhinga ki te whārangi ipurangi o te kura, hei tirohanga. Whiwhi ai ngā kaitiaki i ia te wā, ko ngā pūrongo a te tumuaki mō ngā wheako ako o ngā uri, me te maha anō hoki o ērā e tūhonohono ana i ngā uri ki ngā kōrero tuku iho mō ō rātou whakapapa me ō rātou pou whenua whakahirahira.

Kei te whakatairanga tonu ngā kaiārahi me ngā kaiako i ō rātou mōhiotanga me ō rātou māramatanga ki ō rātou tūranga me ā rātou kawenga mahi. He mātātoa tā rātou whakawhanake i ngā kōtuitanga e whakapakari ai i ngā āheinga o te kura, ā, e whakawhānui ana, e whakatairanga ana hoki i te marau. He kawau mārō rātou mō te mātauranga o ngā uri i roto i te reo Māori me te ao Māori. Ka anga te titiro a ngā kaiārahi ki anamata. Kua tuku i te tono ki te hono atu ki Ngā Kura ā Iwi o Aotearoa. E whanake haere ana te kura ki te tū hei kura rumaki reo Māori, otirā, kia rumakina ki te mita o Whanganui. Ka whakatauira ngā kaiako i te mita o Whanganui, ā, e whakawhanake ana rātou i ngā rautaki reo e hāpai ai i te hopu reo o ngā uri. Waihoki, kua tono atu ngā kaiārahi ki te Tāhuhu o te Mātauranga kia tū hei wharekura, hei āta whakatau i te hūrokuroku o te ako a ngā uri, me te taurite hoki o te toro atu ki te mātauranga kura tuarua e aro nui ai ki ō rātou pūmanawa, ō rātou pūkenga, me ō rātou ngākau nuitanga.

E hāngai ana te ako ngaio me te whakawhanaketanga ngaio o ngā kaiako ki ngā matea whakawhanake o te kura. Kua whakatakotohia te huringa tupu ngaio. E whakapakari ana ngā kaiako i ō rātou mōhiotanga me ā rātou whakaritenga e pā ana ki te reo matatini whai hanganga, me te whakaako i te pāngarau kia whai hua ai. I te wā ka puta ngā painga i ngā mōhiotanga me ngā whakaritenga o ngā kaiako, ka whai hua anō hoki ngā uri.

Ngā Whakaritenga Matua ka whai ake

Me whakapakari i te aromātai o roto. Me tuitui ake i te ārahitanga o te marau, kia riterite ai ngā whakaritenga puta noa i te kura, mō te whakamahere, te aromatawai, me te pūrongo. E tohu ana ngā hōtuku paetae ākonga o te tau 2022 i te tini o ngā uri hei whakatere i roto i te ako o te reo matatini me te pāngarau, kia eke ai rātou ki ngā tūmanako o te kura. Me arotake i ngā whakaritenga aromatawai o te kura whānui, hei āta whakatau i te whai pūtaketanga o ngā mahi aromatawai. He mea nui kia ārahi anō hoki ngā aromatawai i ngā mahi a te kaiako ki te tautuhi me te whakamahere i ngā akoranga e whakatutuki ai i ngā matea o ia uri. E tika ana kia haere tonu, kia auau hoki te aroturuki i te ahu whakamua a ngā uri, i ā rātou paetae hoki, kia pūrongohia hoki i ia te wā hei pānuitanga mā ngā whānau me te poari.

Me whai whakaaro ngā kaiako ki ngā huarahi e taea ai te whakapakari ake ngā hononga ako ki ngā whānau o ngā uri e mau ana i ngā matea ake. Ka hāpai taua tūāhuatanga i te tautuhi a ngā kaiako i ngā rautaki e āta poipoi ai i ā rātou tamariki. Ko ngā uri hoki hei whakatere ake i roto i te ako, ka whai hua anō hoki i roto i ngā pātuitanga ki ngā whānau. E mōhio ana te kura me te whānau ki ngā wero ka ahu mai i te tokomaha o ngā tamariki kōhungahunga o te tau tuatahi e uru mai ana ki te kura. I te mea kāhore he kōhanga reo e pā tata ana ki te kura, he tokomaha ngā uri e taetae mai ana ki te kura me te iti o te reo Māori, i te kore mōhio rānei ki te reo Māori. Me whakapakari ake i ngā mahere e hāpai ai i aua ākonga. Me nahanaha ake te aronga a te kura me te whānau ki te hāpai i ngā uri e mōhio ana ki te reo Māori iti noa, hei whakatere ake i tō rātou mātau ki te reo.

5 Te Whakatau a te Poari 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.

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga me te tumuaki, kia mahi ngā kaiārahi me ngā kaiako o te kura  ki te kōkiri whakamua i ngā whakaritenga matua i tautuhia ai ki tēnei pūrongo kia whāia.

Darcy Te Hau
Toka ā Nuku
Te Uepū-a-MotuMāori Services

26 Whiringa ā-nuku, 2023

7 Ngā kōrero e pā ana ki te kura

Te tūwāhi

Kei Ranana, ki Whanganui

Te tau a te Tāhuhu o te Mātauranga

559

Te tūmomo kura

He kura tuatahi (Tau 1 ki te 8)

Te tokomaha o ngā ākonga o te kura

36

Ngā hononga ā-iwi

Māori 35, Iwi kē 1

Ngā āhuatanga motuhake

Reo Rua

Te wā i te kura te rōpū arotake

Here-turi-kōkā 2023

Te wā o tēnei pūrongo

26 Whiringa-ā-nuku 2023

Ngā pūrongo o mua a
Te Tari Arotake Mātauranga

Arotake Mātauranga, Hōngongoi 2018; Arotake Mātauranga, Whiringa-ā-nuku 2015; Arotake Mātauranga, Hui-tanguru 2011

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 reports provide important information for whānau, hapū and iwi.

2 Context

E rere kau ana te awa mai i te kāhui maunga ki Tangaroa.
Ko au te awa, ko te awa ko au.

Te Kura o Te Wainui-ā-Rua is in the rural community of Ranana and is the last remaining kura along the Whanganui River road.  The kura provides kaupapa Māori education for 36 uri from Years 1 to 8. Whānau affiliate to Te Ātihaunui-ā-Pāpārangi.  Uri represent marae from the local hapū of Hinengākau, Tamaūpoko and Tūpoho. Whanganui tikanga and values influence teaching and learning. The kura has recently transitioned to reo Māori immersion education for Year 1-6 uri and bilingual education for Years 7 and 8.  

3 Evaluation Focus

How well do students demonstrate success as descendants of Te Awa Tupua?

Uri are developing confidence in their connections to Te Awa Tupua. 

4 Findings

Uri are developing an understanding of their uniqueness as descendants of Te Awa Tupua o Whanganui. Whānau aspirations include their tamariki being more connected to the awa and for them to understand and attain the necessary skills to survive and flourish in their taiao. Ruruku, mōteatea and waiata allow uri to express pride in who they are. Kaiako utilise the natural learning environment as a basis for authentic learning opportunities to ensure that uri have a range of stimulating learning experiences that connect them to Te Awa Tupua, their marae and whenua. Classrooms are attractive, stimulating and well resourced.  Uri identity, wellbeing and sense of belonging to Te Awa Tupua is a priority.

Governance and tumuaki work collaboratively to pursue the kura vision, values, and goals with a clear emphasis on ngā uara o te kura. These were reaffirmed in 2022. The Board of Trustees is made up of members of hapū of Te Awa Tupua. Each marae is represented at decision making hui. Trustees are involved in the day-to-day life of the kura. Strategic and annual planning is improvement focused. These can be accessed on the kura website. Trustees receive regular reports from the principal about uri learning experiences, many of which connect them to their whakapapa stories and significant landmarks.

Leadership and kaiako continue to build their knowledge and understanding of their roles and responsibilities. They proactively develop networks to strengthen kura capacity and to extend and enrich the curriculum. They are advocates for uri education i te reo Māori and te ao Māori. Whānau are future focussed. An application has been made to join Ngā Kura-ā-Iwi. The kura is on a development journey to be full immersion i te reo Māori i te mita o Whanganui. Kaiako model the mita of Whanganui and are developing language strategies to support language acquisition for uri. Furthermore, the leaders have applied to the Ministry of Education for Wharekura status to ensure uri have continuity of learning and equitable access to a secondary education that is responsive to their needs, strengths, and interests.

Professional learning and development for kaiako align to kura development needs. A professional growth cycle is in place. Kaiako are building their knowledge and practice in structured literacy and in the effective teaching of mathematics. Uri benefit when kaiako knowledge and practice leads to positive outcomes.

Key Next Steps

Internal evaluation requires strengthening. Better coherence in curriculum leadership is required to achieve consistent planning, assessment and reporting practices school wide. Student achievement data at the end of 2022 showed many uri required accelerated learning in literacy and mathematics to achieve school expectations. A school wide review of assessment practices should be undertaken to ensure that assessments are fit for purpose. It is important that assessment also provides effective guidance for kaiako to identify and plan for learning that meets the needs of individual uri. There is a need for ongoing regular monitoring and reporting of uri progress and achievement to whānau and the board.

Kaiako should consider how they can formalise closer learning partnerships with the whānau of uri with specific learning needs. This will support kaiako to identify strategies to best cater for their tamariki. Partnerships with whanau would also benefit uri whose learning requires accelerating. The kura and whānau are aware of the challenges that a high number of enrolments for new entrants pose. The lack of kōhanga reo provision where the kura is situated means that many uri come with a limited or no knowledge of te reo Māori. Planning to support these learners requires more rigour. A more deliberate approach by both the kura and the whānau is needed to assist uri with limited te reo Māori to accelerate their language competency.

5 Board Assurance on Legal Requirement

During the evaluation, ERO checked at 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.

6 Recommendation

ERO recommends that kura leaders and kaiako work to progress the key next steps identified in this report.

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

26 October 2023

7 Information about the kōhanga reo

Location

Ranana, Whanganui

Ministry of Education profile number

559

Kura type

Full Primary (Years 1-8)

Kura roll

36

Ethnic composition

Māori 35, Other 1

Special features

Bilingual

Review team on site

August 2023

Date of this report

26 October 2023

Most recent ERO reports
 

Education Review, July 2018; Education Review, October 2015; Education Review, February 2011

Te Wainui a Rua - 17/07/2018

School Context

Te Kura o Te Wainui ā Rua, in the village of Ranana on the Whanganui River, caters for 21 students in Years 1 to 8 and all identify as Māori.

Mana whenua, mana tangata, mana reo and mana aotūroa are the school’s overarching values. The school’s focus is on accelerating the progress of those students who need this, and to empower all to be participants in te ao Māori and te ao Pākehā knowing where they come from and where they belong.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement and progress in reading, writing and mathematics

  • wellbeing and attendance

  • successes in schoolwide events.

The school belongs to Te Hononga Kaahui Kura.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

School reported data for 2017 states that almost all students achieved at and above expectations in reading, and the large majority in mathematics and writing. Achievement in reading has improved overtime.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Many students’ progress is accelerated. Teaching staff know and are working with some students who require continued targeted support to accelerate their learning.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Students are very well supported to learn in collaborative, inclusive environments where differences are respected and celebrated. School values, principles and practices are highly evident. Families, whānau, trustees, leaders and staff work towards realising shared aspirations for all students as ‘the leaders for tomorrow’ and to be successful in a range of social, academic and sporting areas. Students from time to time lead the tikanga for iwi events. The school, whānau and the community have high expectations that all students will progress and achieve and embrace Te Reo o Whanganui.

The curriculum prepares students to take responsibility of te ao Māori within the context of the Whanganui Awa. A strong sense of place is enacted through the curriculum that aligns with the New Zealand Curriculum (NZC) and is taught through Te Reo o Whanganui and English.

Leaders, staff and trustees suitably address disparity in learner outcomes. Barriers to progress are minimised through deliberate, well-considered strategies. Initiatives and programmes are implemented that promote positive learning outcomes. Staff are partners with whānau to improve students’ learning.

The principal and staff continually access professional learning and engage in networking opportunities to grow their practice. These opportunities extend their professional understanding to effectively teach students. They also seek valued external knowledge from respected adults.

The alternative structure of the board of trustees provides a valued stewardship framework. Many trustees are long serving and share governance responsibilities. A strategic, deliberate approach to accessing resources includes seeking relevant professional development and purchasing well considered equipment.

Ongoing improvement is championed and clearly evident through the ongoing conversations and work of staff, leaders, trustees and whānau.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Evaluating the effectiveness of programmes, initiatives and teaching practices to clearly determine those that most support students’ progress and achievement is a next step. This should further improve outcomes for students.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

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

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

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • the community and schoolwide commitment that promotes ongoing improvement of student outcomes

  • shared aspirations and values of staff and whānau that supports children’s engagement and wellbeing

  • leaders and staff who have high expectations for students, know them well, and are responsive to individuals and their preferred ways of learning.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • building effective internal evaluation to better know the impact of initiatives in improving equity and excellence for all learners.

The school has requested, and ERO will provide, an internal evaluation workshop for trustees and senior leaders.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

17 July 2018

About the school

Location

Whanganui River

Ministry of Education profile number

559

School type

Full Primary (Years 1 to 8)

School roll

21

Gender composition

Male 12, Female 9

Ethnic composition

Māori 21

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

Yes

Number of Māori medium classes

2

Total number of students in Māori medium (MME)

Nil

Total number of students in Māori language in English medium (MLE)

21

Number of students in Level 2 MME

21

Review team on site

June 2018

Date of this report

17 July 2018

Most recent ERO report(s)

Education Review, July 2015
Education Review, October 2013
Education Review, February 2011

Te Wainui a Rua - 07/07/2015

1 Background and Context

What is the background and context for this school’s review?

Te Wainui a Rua caters for students from Years 1 to 8. At the time of this review, 21 students were enrolled and all are Māori.

The school’s 2015 charter suitably reflects its context and the aspirations that parents, whānau and the community have for students' success.

There is commitment that culturally-responsive practices to acknowledge the place and people of the Whanganui River will be demonstrated in all aspects of the curriculum. The school’s whakatauki, Ko te putake o te kura ko te tamaiti, locates children at the heart of all that occurs at the school.

Following recommendations in the February 2011 ERO report, a commissioner was appointed to govern the school and work with the principal to address identified areas for improvement. The commissioner’s role finished in June 2014 and at this time an alternative governance board was established.

External professional training and support has strengthened trustees’ understanding of their governance role. Trustees are representative of whānau members, community, iwi, and until recently, a Ministry of Education (Ministry) appointed person.

In October 2013, a new principal was appointed. She continues to work effectively in establishing meaningful partnerships with parents, whānau, and the community to support positive change in the school. There have been changes to the second teaching position since the October 2013 ERO report.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The principal, with external support, identified the school’s priorities for bringing about the improvements that were needed. Trustees received advice and guidance from the New Zealand School Trustees Association (NZSTA), and an external appraiser supported the principal. Up to October 2014, the school received ongoing and regular support from the Ministry.

Recommendations of the 2013 ERO report were about:

  • curriculum responsiveness and effective teaching to improve outcomes for students
  • developing improved systems and processes for effective assessment, planning and self review
  • engaging parents and whānau and the community
  • improved governance capability and returning the school to self governance.
Progress

Significant progress has been made in addressing the findings of the 2013 ERO report.

The 2015-2017 school strategic plan appropriately identifies priorities to improve outcomes for students and provides useful guidelines for school operation.

There have been developments in practices for gathering achievement information. The principal has focused on improving the range and quality of assessment information. An appropriate selection of assessment tools provides reliable data. Assessment information is used to identify students who are in need of additional support and to plan programmes.

The principal, staff, and whānau express high expectations for teaching and learning.

Many students are achieving well in relation to the National Standards in reading. Achievement levels in writing and mathematics require significant improvement to meet school and National Standard expectations. Since October 2014, most students are making good progress in their learning.

Next steps to further develop the use of achievement information to improve students' learning are to:

  • strengthen schoolwide targets
  • continue to rigorously track and monitor students' progress and respond to data
  • more clearly know what is working, who for, and why.

The school’s involvement in external professional development in 2015 should assist teachers in positively responding to these next steps.

There has been significant development to the curriculum since the 2013 ERO review. It provides purposeful direction for trustees, the principal and staff, and is strongly reflective of the context of the community and tikanga-a-iwi. Priorities include literacy, numeracy, place-based, and inquiry learning.

The curriculum document provides clear guidance for teaching and learning practices. The recent development of a graduate profile reflects the school’s aspirations and vision for students. Students benefit from the extensive range of experiences within and beyond the local community. Whānau support has been key is assisting with these opportunities.

Teachers use a range of strategies to support learning. ERO saw students on task and engaged in purposeful activities. They are affirmed for their efforts. There is a positive, settled tone. Routines are well known.

Prompts and visual displays are helping students to know how well they are learning and their next learning goals. These developments are ongoing. The school’s annual plan signals a review of planning and teaching as a next step. ERO’s evaluation affirms this direction.

Parents receive twice-yearly written reports about their children’s progress and achievement in relation to school priorities and the National Standards. Regular parent and whānau conferences happen in addition to day-to-day conversations.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

The school is soundly placed to sustain and continue to improve its performance. The board and principal are effectively working together to lead the school forward.

In July 2014, the Ministry approved the establishment of an alternative governance board. Members include community, iwi, whānau and a Ministry appointed trustee, who was in the chairperson’s role until March 2015. A new chair has since been appointed from existing members.

Trustees have undertaken professional development that has strengthened their understanding of governance processes, roles and responsibilities. Trustees recognise that their main role is to support teachers to raise student achievement and to provide a safe and healthy environment for students and staff.

The board’s self-review programme includes a recently developed three-year cycle that focuses on updating policies to better reflect the school’s values and context.

With recent and upcoming changes, trustees are likely to benefit from ongoing support from an external adviser to help them monitor the effectiveness of governance. This should also help them to better evaluate the impact of decisions, resources, and strategies on improving outcomes for all students.

The principal leads in a well-considered way. She provides sound direction for the school towards raising achievement.

The appraisal process for teachers is a useful model to support them to grow their teaching and learning practices. The board continues to provide an external appraiser who has noted some useful next steps for the principal’s development.

Considerable progress has occurred in parent, whānau, and community involvement in the life of the school. These groups have been actively involved in charter, curriculum and place-based learning developments. A recent kaumatua hui involved discussion about the school vision, ideas and future direction for students and the community.

Board assurance on legal requirements

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:

  • 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 an area of non-compliance. The school does not have a procedure to ensure that all non-teaching staff are police vetted every three years.

The school must ensure that it has and fully implements a policy and procedure for police vetting of non-teaching staff, contractors or other adults with unsupervised access to students and that all persons requiring a police vet are re-vetted at least every three years. [Education Amendment Act 2010; Education Circular 2010/09]

Recommendations

ERO recommends that the Ministry of Education provides continued and timely support in relation to the school's alternate governance arrangements and monitoring of progress in areas identified for ongoing development and review.

Conclusion

Te Wainui a Rua has made significant progress in addressing areas for improvement identified by ERO in 2013. Developments are evident in school processes, high levels of whānau involvement and the board of trustees' focus on promoting increased levels of student achievement. Further developing evaluative capacity is a next step for the school.

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

Joyce Gebbie
Deputy Chief Review Officer Central

About the School

Location

Whanganui

Ministry of Education profile number

559

School type

Full Primary (Years 1 to 8)

School roll

21

Gender composition

Boys 11, Girls 10

Ethnic composition

Māori

21

Review team on site

May 2015

Date of this report

7 July 2015

Most recent ERO report(s)

Education Review
Supplementary Review
Supplementary Review

October 2013
February 2011
February 2010