Te Kura o Rangiriri

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, mā ngā hapū, me ngā iwi. 

2 Te Horopaki 

‘Naau te pahua i au i teenei rangi, kei au aapoopoo

Kei ngaa toopito e whaa o te ao ooku nei hoa

Ka wheeke ka wheeke, i ngaa raa o maatiti.’

E tū ana Te Kura o Rangiriri ki Te Kauwhata i Waikato, ā, e whakarato ana i te mātauranga ki ngā ākonga 54 o ngā tau 1 ki te 8. I te tau 2021 te kura i tautapa anōtia ai hei kura āhuatanga motuhake, ā, kua whakatōpū atu ki Ngā Kura ā Iwi o Aotearoa. Nō Ngāti Naho ngā ākonga me ō rātou whānau, ā, kei raro hoki i te maru o Te Kīngitanga. E arahina ana te tirohanga a te kura e te tongi a Tāwhiao. 

2 Te Aronga o te Aromātai 

He pēhea rawa te whakaatu mai a ngā uri i tā rātou whai mana motuhake, me tā rātou whai mātauranga?

Ka kitea ki ngā uri tō rātou whakawhanaketanga i tā rātou whai mana motuhake me tā rātou whai mātauranga. 

3 Ngā Whakaaturanga 

E whakatairangatia ana te whakawhanaketanga torowhānui o ngā uri mā tā rātou whai wāhi atu ki tētahi marautanga e aro nui ana ki ō rātou matea me ō rātou ngākau nuitanga. Ko ngā hononga ki ngā hapū, ki te Tainuitanga, ki ngā hītori o te hapori, me ngā tino pou whenua ētahi o ngā tino tūāhuatanga o te marau ā-kura e whakapakari ana i te tuakiritanga o ngā uri. Kei te pakari te whakatauira mai o ngā kaiako i te reo Māori, ā, ka āta whakamahi rātou i te tangongitanga o ngā tūmomo aronga, ngā tūmomo rautaki nahanaha, hei whakapiki ake i te mātau o ngā uri katoa. Ko te whanaungatanga me te reo ā-waha kei te tūāpapa o te ako angitu, puta noa i te marau ā-kura. Kua pou herea ngā hononga ki te manaakitanga, te aroha, te whakaute, me te manaaki i ētahi atu. Ka hoahoa, ka tūmāia hoki ngā uri i roto i ā rātou taunekeneke ki ētahi atu. Ka whai wāhi nui ngā uri, ā, e whakawhanake ana i ō rātou ngākau titikaha me ō rātou pūkenga mātauranga. 

He aronga nui ki te reo matatini me te pāngarau o ngā uri. E whai hua ana te whakatinanatanga o te hanganga reo matatini, ā, e hāpai ana i te whakawhanaketanga reo, e whakatutuki ana hoki i ngā wāhanga kia āta whāia hei whakatairanga ake i ngā māramatanga o ngā uri. Kua pai ake ngā whakaritenga aromatawai, ā, e hāpai ana i te whakaako me te ako. Nā te aronga nahanaha ki te whakatairanga ake i ngā paetae uri, kua riterite ake ngā whakaritenga a ngā kaiako ki te whakaemi me te tātari i ngā hōtuku e pā ana ki te reo matatini me te pāngarau. Kua tautuhia ngā tūāhuatanga e kaupare ana i te eke angitu a ngā uri, me ngā rautaki hoki ka hāpai ake i ngā wero, tae atu ki te whakahāngai ake i ngā kaupapa ki ia tamaiti, ki ngā rōpū tamariki hoki hei whakatere ake, me te whakakaha ake i te tautoko o ngā kaiako me ngā kaiāwhina. Kei te ahu whakamua ngā uri tokomaha o rātou i tautuhia ai, ā, kua whakatere hoki te ahu whakamua o ētahi i roto i te pāngarau. Kua pai ake te whai wāhi atu me te ahu whakamua a ngā uri i roto i ngā akoranga, nā te nahanaha o ngā mahi. 

He pūkenga ō te rōpū ārahi, ā, ka aro nui ki ngā matea o ngā uri. E tupu ana te ahurea o te manawa whakahī me te ngaiotanga, ā, he pai hoki ngā mōhiohio i roto i ngā whakataunga. Ka kōkiri te tumuaki i āna mahi, ā, ka whai wāhi atu hoki ki ngā kōtuitanga ngaio e hāpai ana i a ia ki te whakatutuki i āna mahi ārahi kia whai hua ai. Kua whakatakotohia te tauatanga, hei whakatutuki i te whāinga kia tū ai ngā uri o te hapū hei kaimahi whakahaere ki Te Kura o Rangiriri. E whakatairangatia ana ngā pūkenga o ngā kaiako mā tā rātou whai wāhi atu ki ngā akoranga a Ngā Kura ā Iwi o Aotearoa, me tā rātou whakamahi i te tauira pakirehua a te kaiako. E tino hāpaitia ana hoki ngā kaiako e te tumuaki. Ka whakautea, ka pou herea hoki ngā hononga ki te whanaungatanga, ki te manaakitanga, me te aroha. E whakawhanakehia ana ngā tamariki kia tū ai rātou hei rangatira mō ō rātou hapū, mō tō rātou iwi anō hoki ā meāke nei. 

Ko ngā uri kei te pūtake o ngā whakataunga e pā ana ki te taha kāwana. Kei Te Poumarumaru ngā mema tautōhito kua roa nei e whai wāhi atu ana ki te kura, ā, ka hāpai, ka ārahi hoki rātou i ngā mema hou ake. Hei tōpūtanga tāngata, he whānui, he hōhonu hoki ngā tūmomo pūkenga me ngā mōhiotanga whai pānga ō rātou e hāpai ai i tā rātou kāwana i te kura. E tautokona ana rātou e te whānau, ā, ki tā te whānau titiro, ka noho mātua rā te kura ki te whakapūmau i te ahi kā i Rangiriri, hei uri o Ngāti Naho me Te Kīngitanga. Whiwhi ai ngā kaitiaki i ia te wā, i ngā mōhiohio e tino mārama ana mō te ahu whakamua, mō ngā paetae hoki a ngā uri i roto i te pāngarau me te reo matatini. Ka ārahi ngā kaupapa here me ngā tukanga i ngā whakaritenga, ā, ka whakatairanga i te hauora me te haumaru o ngā uri. Ka taea e ngā poumarumaru ngā whakaritenga whai mōhiohio te whakatau, hei hāpai i ngā kaiārahi ki te whakapai ake i ngā putanga ki ngā tamariki. E ako ana ngā uri ki tētahi taiao e whai pānga nui ana ki tō rātou waiora me tā rātou ako. 

Ngā Whakaritenga Matua ka whai ake

Me whakapakari ake i te whakahaeretanga o ngā pūmanawa tāngata. Kua roa rawa te kore whakatutukitanga o te whakahaere i te āhua mahi me te aromatawai i te tumuaki. Me aromatawai i te tumuaki i ia tau, ā, me whakarato i ngā whai wāhitanga mōna ki te whakatairanga ake i āna mahi. Ka whai hua ngā tauira i te wā e aro nui ana te ako ngaio me te whakawhanaketanga ngaio ki ō rātou matea. 

He iti ake i te haurua o te whānau e whai wāhi atu ana ki te kura i ia te wā. E mōhio ana te taha kāwana me ngā kaiārahi ki te hiahia me te wawata ki te kapo atu i te reo whānui ake o te whānau. Me whai hua ake ngā kaitiaki, ā, me whakapūmau ki te kōkiri i ngā whakaritenga e toro ake ana ki te whānau me te hapori, kia whai wāhi ake ai rātou ki ngā whakataunga. Ko te whakawhanaketanga o ngā ākonga te aronga matua o te hapori o te kura. 

Ko te whakawhānuitanga ā-pāpori, ā-ōhanga hoki o Tāmaki-makau-rau me Kirikiriroa, e whai pānga ana ki te hapori o Rangiriri. E mōhio ana te poari, e tika ana kia whai atu rātou i tētahi rautaki pai ake, hei whakamahere i te whai pānga me ngā kawekawe o taua tūāhuatanga ki te hapori o te kura. Me whai whakaaro ki tētahi rautaki whānui e āta whakatakoto ana i ngā mōhiohio, ā, e anga atu ana ki te āhua tonu o te whakawhanaketanga ā-hanganga mō meāke nei. E tiakina ana ngā matea ako o ngā ākonga mō meāke nei, mā ngā whakataunga e anga whakamua ana. 

5 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga

I mua i te aromātai, i whakatutukihia e te poari me ngā tumuaki he Tauāki Kupu Tūturu a Te Poumarumaru, 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:

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

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: 

• 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 taetae atu ki te kura
• te whakatutukitanga o ngā kaupapa here a te kura i ngā herenga o te Children’s Act 2014. 

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

• arotake i te tumuaki i ia tau, mā ngā paerewa ngaio katoa e pā ana ki ngā tumuaki 
  [Te Kāhiti o Aotearoa me ngā Kirimina ā-tōpū mō te Whiwhi Mahi e whai pānga ana]
• whakarato i tētahi taiao haumaru – ā-tinana, ā-whatumanawa hoki – mō ngā ākonga, tae atu ki te ārai i ngā mahi whakawetiweti.
  [s127 (1) Te Ture Mātauranga me te Whakangungu 2020]

6 Te Taunakitanga

I whakatau Te Tari Arotake Mātauranga me te poari, kia whakawhanakehia - mā te āwhina anō hoki a Ngā Kura ā Iwi o Aotearoa -  tētahi mahere ki te whakatutuki i ngā whakaritenga matua i whakaraupapahia ai ki tēnei pūrongo kia whāia. 

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

24 Pipiri 2024

7 Ngā kōrero e pā ana ki te kura

1 Introduction

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

2 Context 

‘Naau te pahua i au i teenei rangi, kei au aapoopoo

Kei ngaa toopito e whaa o te ao ooku nei hoa

Ka wheeke ka wheeke, i ngaa raa o maatiti.’

Te Kura o Rangiriri is in Te Kauwhata, in the Waikato and provides education for 54 students in Years 1-8. The kura was redesignated in 2021 as a Designated Character school and affiliates to Ngā Kura-ā-Iwi o Aotearoa (NKAI). Students and their whānau identify with Ngāti Naho and the Kingitanga. The kura vision is guided by the tongi a Tawhiao.

3 Evaluation Focus

How well do uri demonstrate they are intellectually and academically independent?

Uri demonstrate they are developing their intellectual and academic independence.

4 Findings

Uri holistic development is enhanced through their engagement in a curriculum responsive to their needs and interests. Connections to hapū, Tainuitanga, local history and significant landmarks are notable elements of the marau ā-kura that strengthen uri sense of identity. Capable kaiako model te reo Māori and use a variety of deliberate approaches and strategies to increase the language proficiency of all uri. Whanaungatanga and te reo a waha are the foundation for learning success across the marau ā-kura. Relationships are underpinned by manaakitanga, aroha, respect and care for others. Uri are friendly and confident when interacting with others. Uri are engaged and are developing their confidence and academic competence. 

Uri literacy and numeracy learning is prioritised. Structured literacy is implemented effectively and supports language development and addresses identified gaps in uri understanding. Improved assessment practices support teaching and learning. The deliberate approach to raising uri achievement has led to consistent kaiako practice in gathering and analysing literacy and numeracy data. Barriers to uri succeeding are identified and strategies to mitigate challenges include targeting individuals and groups, whose progress requires accelerating, and providing additional kaiako and kaiawhina support. Many of the targeted uri are making steady progress, with a few accelerating their progress in numeracy. Uri engagement and progress in learning is improved because of deliberate actions. 

The capable leadership team are responsive to uri needs. A culture of pride and professionalism is evolving, and decision making is well informed. The tumuaki is proactive and involved in professional networks that assist her to carry out her leadership role efficiently. Succession planning is in place to achieve the goal of Te Kura o Rangiriri being staffed by uri of the hapū. Kaiako capability is enhanced through their participation in NKAI courses and the use of the teacher inquiry model. Kaiako are also well supported by the tumuaki. Relationships are respectful and underpinned by whanaungatanga, manaakitanga and aroha. Tamariki are being prepared as future leaders for their hapū and iwi.

Uri are at the centre of governance decision making. The Poumarumaru include longstanding experienced members who mentor and guide the newer members. Collectively they have a range of rich and relevant skills and knowledge that assist them to govern the kura. They are supported by whānau who view the kura as essential to maintaining ahi kā in Rangiriri as descendants of Ngāti Naho and the Kīngitanga. Trustees regularly receive timely, clear, and easily understandable progress and achievement information about uri learning in numeracy and literacy. Policies and procedures guide practice and promote uri health and safety. Poumarumaru can make informed decisions that support leaders to improve outcomes for tamariki. Uri learn in an environment conducive to their wellbeing and learning. 

Key Next Steps

Human resource management requires strengthening. Performance management and an assessment of the tumuaki performance has not been undertaken for some time. The tumuaki needs to be assessed annually and be provided opportunities to further enhance her practice. Tauira benefit when the professional learning and development are responsive to their needs. 

Less than half of the whānau engage with the kura consistently. Governance and leadership acknowledge there is a need and desire to capture the wider voice of whānau. Trustees need to be more efficient and consistently facilitate more inclusive consultation and collaboration practices to involve whānau and the community in decision making. Student development is the priority of the kura community.

The social and economic expansion of Auckland and Hamilton is impacting upon the Rangiriri community. The board is aware they need a better strategy to plan for the impact and influence this will have on the kura community. An informed far-reaching strategy in anticipation of the future infrastructural development needs consideration. Student future learning needs are protected through forward thinking decision making.

5 Te Poumarumaru Assurance on Legal Requirements

Before the evaluation, the board of trustees and tumuaki completed the ERO Te Poumarumaru 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 evaluation, ERO checked at 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
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance
• school policies in relation to meeting the requirements of the Children’s Act 2014.

Actions for Compliance 

To meet compliance requirements they must: 

• annually assess the principal against all the professional standards for principals
  [NZ Ed Gazette: and relevant employment agreement]
• provide a safe physical and emotional environment for students, including the prevention of bullying.
  [Section 127(1) Education and Training Act 2020]

6 Recommendation

ERO and the board agreed that a plan be developed with the help of NKAI to address the key next steps outlined in this report.

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

24 June 2024

7 Information about the kura