Te Kura o Waikaremoana

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 

E tū ana Te Kura o Waikaremoana ki Tuai, e pā tata atu ana i te roto o Waikaremoana. Kei raro te kura i te maru o Ngāi Tūhoe. E whakarato ana te kura i tētahi hōtaka mātauranga reo rua mō ngā tamariki o ngā tau 1 ki te 8. I roto i te roanga o ngā tau, ko tētahi wero nui i te kura, ko te whakatū kaimahi. Mō te whānui tonu, kāhore i te pai te āhua o ā rātou pūrongo, mai i Te Tari Arotake Mātauranga. Kua taunga ake ngā tūranga kaimahi i tēnei wā, ā, koia nei te tau tuatoru o te tumuaki ki tōna tūranga.

3 Te Aronga o te Aromātai 

He pēhea rawa te whakatinanatanga mai a ngā tamariki i ngā uara o te manaakitanga?

Ka kitea ki ngā tamariki te ngākau titikaha i a rātou e whai ana i ngā tikanga, ā, he pakari ō rātou hononga manaaki ki ō rātou hoa, ki ētahi atu hoki. 

4 Ngā Whakaaturanga 

E whiwhi ana ngā tamariki i ngā hononga tūturu e whai pūtake ana. E ako ana rātou mā roto mai i te āhurutanga o te taiao reo rua, ā, nā konā kite ai i ngā hononga ā-whakatupuranga, ā-hapori hoki. Ko tō te whānau wawata kia tūmāia ā rātou tamariki hei uri o Tūhoe. Ka kapo atu ngā tamariki i ngā whai wāhitanga ki te kawe atu i ngā tūranga me ngā kawenga o te tangata whenua, ā, ka whakatutuki mā te manawa whakahī. Ka kitea tō rātou ngākau titikaha ki te whakatinana i ngā tikanga me ngā kawa i ngā whakatau. Ka ārahi ngā tamariki i ngā karakia, ngā waiata, me ngā mihimihi. Ka tū ngā tuākana hei tauira mō ō rātou tēina e aro nui atu ai ki a rātou. Kei te mauritau ngā tamariki ki tētahi taiao e whakatairanga ana i te manaakitanga. 

E ako ana ngā tamariki mā roto mai i tētahi hōtaka akoranga e aro nui ana ki te ahurea. Kei roto i ngā mahere o te pae tawhiti, ko ngā whai wāhitanga mō ngā tamariki ki te tūhura i ngā kaupapa pērā i a Waikaremoana, i a Matariki, i a Hinepūkohurangi hoki, ā, ka hāpai i tā rātou whai wāhi nui ki tō rātou taiao māoriori. Ka rumakina ngā tēina ki te reo Māori, ā, kei ngā tuākana te whiringa ki te ako mā te ara reo Pākehā. He tini ngā reanga ki ia akomanga, ā, ka ako mā roto mai i ngā rōpū. Mā te whakawhiti haere, e puta mai ana te tangongitanga o ngā wheako ako reo matatini mō ngā tamariki. Ka whakamōhiotia ngā whānau, ā, kei te tino mōhio rātou ki te āhua o te ahu whakamua a ā rātou tamariki i roto i te mātauranga. E whanake ana ngā tamariki hei kaitiaki o tō rātou taiao. 

Ka whakapakari te ārahitanga i te whakawhirinakitanga me te mahi ngātahi i ngā wāhanga katoa o te hapori o Waikaremoana. Kei ngā kaitiaki o te poari te tangongitanga o ngā mōhiotanga me ngā pūkenga e whai hua ana i roto i ō rātou tūranga mahi. I ngā wā e tika ana, ka toro atu rātou ki ngā tohutohu me te tautoko o Te Whakarōpūtanga Kaitiaki Kura o Aotearoa, hei whakapakari i ō rātou pūkenga kāwana. Kei te mahere rautaki te aronga e whakatairanga ana i te ako a ngā tamariki, i tō rātou waiora, me tō rātou tuakiritanga. Ko tētahi aronga nui, ko te whakatairanga i te ngākau titikaha me te māramatanga o ngā tamariki ki tō rātou taiao māoriori. Kua kapo atu ngā whāinga rautaki i ngā wawata o te whānau me te hapori. He aronga nui ki te tūhura mātātoa a ngā tamariki i tētahi taiao e noho haumaru ā-tinana ana, ā-whatumanawa ana hoki mō rātou. E tino tautokona ana ngā tamariki mā te ārahitanga me ngā whakaritenga kāwana hoki e arotahi ana ki tō rātou waiora me tō rātou tuakiri. 

Ngā Whakaritenga Matua ka whai ake

I tautuhia ki te pūrongo arotake a Te Tari Arotake Mātauranga i te Kohi-tātea o te tau 2021, ko tētahi whakaritenga matua kia whāia, ko te whakawhanake tonu i te marau. He iti noa te ahunga whakamua i whakatutukihia ai. E ū tonu ana te whānau me ngā kaiārahi o te kura ki tō rātou wawata ki te whakawhanake i tētahi marau ā-kura. He tūāhuatanga tēnei kua whakakoia ki te mahere rautaki. Ko tō rātou wawata, ko te whakawhanake i tētahi marau ā-kura e arotahi ana ki te whakawhitinga o ngā mōhiotanga me ngā tikanga tuku iho o te hapori ki ngā tamariki e kuraina ana ki Te Kura o Waikaremoana. Kua tautuhia ki te aromātai a Te Tari Arotake Mātauranga taua tūāhuatanga hei kaupapa matua kia whakawhanakehia. 

Ki tā ngā hōtuku ā-kura mō te reo matatini me te pāngarau, me whakapiki ake te ahu whakamua me ngā whakatutukitanga a ētahi o ngā tamariki. Me whakapakari ake i ngā mahi aromatawai me te whakatakoto i ngā taumata. I tēnei wā, kei te ngoikore aua tūāhuatanga, kāhore e tautuhi ana, kāhore rānei e arotahi ana ki ngā matea o ngā tamariki katoa, ki ngā wāhanga rānei o te marau e tohu ana i ngā rerekētanga, ā, kāhore rānei e whakatakoto ana i ngā tūmanako teitei e whakatere ai i te ahu whakamua o ngā tamariki e tika ana kia hāpai ake. Ka whakatairangatia te ahu whakamua a ngā tamariki mā te whakapai ake i ngā mahi aromatawai. 

Me whakapai ake i te whakahaeretanga o ngā pūtea me ngā utu i te kura. Kua roa nei ngā tau kua kore whakatakotohia, kua kore tātarihia rānei ngā pūrongo kaute ā-tau, heoi, kīhai hoki i tuku ki te Tāhuhu o te Mātauranga, ki te hapori rānei o te kura hei tirohanga. I te wā o te arotakenga, i te mahi ngā kaitiaki poari ki te taha o ngā kaitātari kaute ki te whakatutuki i ngā take pūtea. Me āta whakarite ngā kaitiaki poari i te whakatutukitanga o ā rātou kawenga mahi ā-pūtea. 

5 Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua atu i te aromātai i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Poari mā Te Tari Arotake Mātauranga, 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 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 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 me te tiwhiketetanga 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
• te whakatutukitanga i ngā tikanga e pā ana ki te Children’s Act 2014.

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

• whakatau i te āheinga o te poari ki te whakahaere me te whakatutuki i āna mahi me āna whakahaeretanga mā te whai kawenga ki te taha pūtea, ā, me whakatau i te whakaritenga me te tātari o ngā pūrongo kaute ā-tau.
  [s 127(2)(c) Public Finance Act 1989; s152 Te Ture Mātauranga me te Whakangungu 2020]

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga me te tumuaki kia whakatutukihia ngā wāhanga i tautuhia ai ki tēnei pūrongo kia whakapai ake. 

Tiwana Hibbs
Toka ā Nuku 
Te Uepū ā-Motu – Māori Review Services

06 Haratua, 2025

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. The ERO reports provide important information for whānau, hapū and iwi. 

2 Context 

Te Kura o Waikaremoana is situated in Tuai, near lake Waikaremoana. Ngāi Tūhoe is the iwi that the kura affiliates to. The kura provides a bilingual education programme for tamariki from Years 1 to 8. The kura has faced staffing challenges over many years. Generally, they have had a poor reporting history with ERO. They are experiencing more stability in staffing with the present tumuaki being in her third year of service. 

3 Evaluation Focus

How well do tamariki embody the values of manaakitanga?

Tamariki demonstrate confidence as they practice tikanga and have close and caring relationships with their peers and others.

4 Findings

Tamariki experience authentic and meaningful relationships. They learn within an intimate bilingual environment where generational affiliation and community connections are evident. Whānau aspire for their children to be confident in their Tūhoe identity. Tamariki embrace opportunities to fulfil tangata whenua roles and responsibilities and carry these out with pride. They demonstrate their confidence to apply tikanga and kawa through the facilitation of whakatau. Tamariki lead karakia, waiata and mihimihi. Tuākana are role models for their tēina who look up to them. Tamariki are settled in an environment that promotes manaakitanga. 

Tamariki learn in a culturally responsive learning programme. Long-term planning provides opportunities for tamariki to explore kaupapa such as Waikaremoana, Matariki and Hinepūkohurangi and allows them to engage in their natural environment. Whilst teina are immersed in te reo Māori, their tuākana have the option to learn through an English medium approach. Multilevel classrooms are taught in groups. Rotations provide a variety of learning experiences in literacy for tamariki. Whānau are informed and have a clear understanding about how their tamariki are progressing academically. Tamariki are developing as guardians of their taiao. 

Leadership builds relational trust and collaboration at all levels of the Waikaremoana community. Members of the Board of Trustees bring a range of useful knowledge and skills to their roles. They receive advice and support, when necessary, from Te Whakarōpūtanga o Ngā Kaitiaki Kura to build their governance capability. The strategic plan provides direction that promotes tamariki learning, wellbeing and identity. Promoting tamariki confidence and understanding of their natural environment is a focus. Strategic aims encapsulate whānau and community aspirations. There is an emphasis on tamariki actively exploring and experiencing a safe physical and emotional environment. Tamariki are well supported, through leadership and governance practices, that focus on their wellbeing and identity.

Key Next Steps

The ERO January 2021 review report identified further curriculum development as a key next step. Limited progress has been made. The whānau and kura leaders continue to espouse their aspiration to develop a localised curriculum. This has been reaffirmed in the strategic plan. The desire is to develop a localised curriculum focused on the transmission of local knowledge and traditions to tamariki who are educated at Te Kura o Waikaremoana. The ERO evaluation recognises this as a priority for development. 

Kura data in literacy and numeracy show some tamariki progress and achievement requires improving. Assessment practice and target setting requires strengthening. Currently these lack rigour, they do not identify or focus on all tamariki needs or curriculum areas where disparities occur or set high expectations for accelerating the progress of those tamariki who require this. Tamariki progress will be enhanced through improved assessment practices.

Managing kura income and expenditure requires improvement. Annual accounts have not been prepared, audited, provided to the Ministry of Education and made available to the kura community as required over a number of years. At the time of the evaluation, trustees were working with auditors to address financial matters. Trustees need to ensure they meet their financial responsibilities. 

5 Board Assurance on Legal Requirement

Before the evaluation, the board of trustees and principal completed the 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 evaluation, 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-downs, suspensions, expulsions and exclusions
• attendance
• compliance with the Children’s Act 2014.

Actions for Compliance 

To meet compliance requirements, they must:

• as a board, perform its functions and exercise its powers in a way that is financially responsible, and ensure that annual accounts are prepared and audited. 
  [Section 127(2)(c) Public Finance Act 1989; section 152 Education and Training Act 2020]

6 Recommendation

ERO and the tumuaki recommend addressing the areas identified in this report for further improvement. 

Tiwana Hibbs 
Toka ā Nuku - Director
Te Uepū ā-Motu – Māori Review Services

6 May 2025

7 Information about the kura