6870 SHW 35 Te Kaha RD3 , Opotiki
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 o Te Whānau-a-Apanui ki Te Kaha. He tino hononga ā-whakapapa ō ngā uri ki ngā hapū puta noa i te iwi o Te Whānau-a-Apanui. Kei raro te kura i te maru o Ngā Kura ā Iwi o Aotearoa, ā, e whakarato ana i te mātauranga mō ngā uri 200, mai i ngā tau 1 ki te 13. I miramiratia ki te Pūrongo Arotake a Te Tari Arotake Mātauranga i te Here-turi-kōkā o te tau 2023, ngā wāhanga maha hei whakapakari ake ki te whakapai i ngā putanga ki ngā uri. I aro nui Te Poumarumaru, ngā pou o te kura, ngā kaiako me ngā whānau ki ngā whakaaturanga, ā, kua mahi ngātahi ki te āta whakatutuki haere i ngā wāhanga herenga ā-ture, me te kōkiri whakamua i ngā mahi whakawhanake. Kua tino tupu te tatauranga tamariki ki te kura whai muri mai i te pūrongo o mua a Te Tari Arotake Mātauranga.
E whakawhanake ana te ngākau titikaha o ngā uri ki te kawe atu i ngā wero me te whai i ngā whai wāhitanga ki te whakatutuki i ō rātou pūmanawa.
Kua pou herea Te Whānau-a-Apanuitanga i ngā whakaakoranga me ngā akoranga. Ko te whai wāhi atu ki te marau ā-kura e whakapakari ana i te niwha whaiaro, ā, e whakakoia ana i tō rātou tuakiri hei uri o Apanui Ringamutu. He ngākau titikaha ō ngā uri ki te ārahi i ngā wero, ngā karanga, ngā whaikōrero, ngā mōteatea, me ngā waiata, ā, ka whakaputa i te manaaki me te aroha i a rātou e whakatau manuhiri ana. E whakapūmau ana ngā wheako ako me ngā taumahi ako i ngā mōhiotanga, ngā uara, me ngā tikanga e noho whakahirahira ana ki te whānau o te kura me te iwi. E tupu tonu ana ngā hononga papai, ā, kua whakatōngia ki te whanaungatanga me te whakapapa. Kei te whai wāhi mātātoa ngā uri, ā, ka whakatairangatia tā rātou ako mā ngā wheako e whai pūtake ana, e whai hononga ā-ahurea ana hoki.
Ka whakahōhonu ngā uri i tō rātou hononga ki te whenua mā ngā mōteatea e tautuhi ana i ngā tino tohu whenua me ngā wāhi e noho whakahirahira ana ki Te Whānau-a-Apanui. Nā tēnā, ka tū tangata rātou, ā, e whakatairangatia ana tō rātou aronga toi whenuatanga. Ko ngā haka me ngā waiata tētahi tino tūāpapa mō te whakanuitanga me te whakapuakitanga o ngā uri i ō rātou mōhiotanga ki te Apanuitanga. Tāpiri atu ki tēnā, he maha ngā wā ka puta māhorahora mai ngā waiata i ngā uri, ā, he tūāhuatanga tēnei e tohu ana i tō rātou mōhiotanga, i tō rātou manawa whakahī, me tō rātou auaha. Kei te mātātoa ngā uri ki te whakatinana me te whakatauira i ngā mātāpono o te kaitiakitanga e whakapūmautia ana e ngā whānau, ngā hapū, me te iwi.
Kei te pai te whanake haere o te kounga o te whakaako, puta noa i te kura. Ka whakamahere ngātahi ngā kaiako, ā, ka whakatairanga te aronga ā-ariā nei i te kotahitanga me te taurite o ngā mahi, mai i te tau 1 ki te 13. Ka arotahi ngā kaiako ki te whakarato i te tangongitanga o ngā whai wāhitanga ako hōhonu puta noa i te kura, kia whai wāhi mai ngā uri mā ngā huarahi e whai pūtake ana. Ka whakamahia ngā rautaki whakaako hei whakatairanga i te whai wāhi mai a ngā uri me te poipoi i ngā hononga, ā, ka whakamana i ngā uri ki te kawe ake i tā rātou ake ako me tō rātou ake whakawhanaketanga. Ka whai wāhi ki tēnei, ko te whakatakoto i ngā tūmanako teitei, ko te whakamihi me te whakarato i te tautoko torowhānui e tautāwhi ana i te ako me te waiora. Kei te whakawhanake mātātoa ngā kaiako i ō rātou pūkenga ngaio mā ngā whakaaro huritao, mā te pakirehua, mā ngā whai wāhitanga ngaio hoki o roto, o waho. Kei te harikoa, kei te whai wāhi atu te uri, ā, e whanake ana tōna ngākau titikaha hei ākonga e kōkiri ana i a ia anō.
Ko te whanaungatanga me te whakapapa kei te tūāpapa o ngā mahi ārahi. Ka poipoi ngā kaiārahi i te pai o te taiao mauritau e hāpai ana i te whakatutukitanga o ngā putanga e hiahiatia ana. Kei te arotahi ngā kaiārahi ki te whakawhanake i te kounga o ngā aronga whakaako, aronga ako hoki e whai hua ana, ki te whakarite i ngā tūmanako mārama, me te akiaki i te kawe ngātahi. E hāpaitia ana te whakapai ake a ngā kaiako i ō rātou mōhiotanga me ō rātou pūkenga, hei hāpai i a rātou ki te whakapuaki i ngā hōtaka akoranga whakahihiri e taurite ana. E hāngai ana te huringa tupu ngaio ki ngā kaupapa rautaki matua, ā, ka hāpai i te mahi ngātahi a te tumuaki me ngā kaiako, me tō rātou tupu ngaio. Kua pou herea ngā hononga whakawhirinakitanga ki te whakapapa, te whanaungatanga, te manaakitanga, me te aroha. Ka kitea e ngā uri ngā tino tauira, ā, e whakawhanake ana rātou kia tū pakari ā tōna wā hei kaiārahi o Te Whānau-a-Apanui.
Kua whakapakarihia e Te Poumarumaru tō rātou māramatanga ki ngā tūranga me ngā kawenga. I roto i ngā tau e rua kua pahure ake nei, kua mahi rātou ki te whakatinana i ngā kaupapa here, ngā pūnaha, me ngā tukanga mā te ārahitanga o Te Whakarōpūtanga Kaitiaki Kura o Aotearoa me Ngā Kura ā Iwi o Aotearoa. Mā te mahi ngātahi me te whānau, kua whakawhanake rātou i tētahi aronga rautaki e hāngai pū ana hoki ki ngā wawata o te whānau whānui o te kura. Pūrongo ai te tumuaki i ia te wā ki Te Poumarumaru, hei hāpai i te whai mōhiohio o ngā whakataunga. E whakawhanake ana Te Poumarumaru i ō rātou pūkenga ki te aromātai i tēnā e whai hua ana, me ngā tino huarahi ki te āwhina ā-pūtea, ki te tautoko hoki i ngā kōkiritanga e hāpai ana i ngā whakapaitanga ki te kura. Ko te whakawhanaketanga torowhānui o ngā uri kei te pūtake o ngā whakataunga a te mana whakahaere.
Me whakapakari i te aromātai o roto kia whai hua ai te whakatau haere i te whai pānga o ngā mahi aromatawai. Ka tautuhi hoki i ngā wāhanga ki te whakapai ake ā-rautaki, ā-nahanaha hoki, hei whakatairanga i ngā paetae ākonga puta noa i te kura.
I te mutunga o te tau 2024, i eke te nuinga noa o ngā uri o ngā tau 1 ki te 6 o te kāhui ara reo Pākehā ki te taumata i tūmanakohia ai, ki tua atu rānei i roto i te pānui me te pāngarau. Engari, kāhore te tino nuinga i whakatutuki i ngā taumata e hiahiatia ana i roto i te tuhituhi. I te ara reo Māori, i eke te tino nuinga o ngā tau 1 ki te 6 ki te taumata, ki tua atu rānei i roto i te pāngarau me te pānui, ā, i eke hoki te tino nuinga ki ngā taumata i hiahiatia ai i roto i te tuhituhi.
Mō te Kura Waenga (Tau 7 ki te 10), ki tā ngā pūrongo, kei raro, kei raro rawa rānei te nuinga o ngā uri i ngā taumata i tūmanakohia ai mō ngā wāhanga matua o te marau. Kāhore i te rawaka ngā hōtuku i whakarato ai ki Te Tari Arotake Mātauranga ki te manatoko i ngā pūrongo a te kura. Ahakoa i pai ake i te tau 2024 ngā hōtuku o Te Taumata Mātauranga ā-Motu kua Taea i ērā nō te tau 2023, he tokomaha tonu ngā uri kīhai i eke ki ngā tūmanako. Nō nā noa nei tētahi kaiako pāngarau i whakatūngia ai mō Te Taumata Mātauranga ā-Motu kua Taea, ā, kua whakamanawatia ngā kaiārahi o te kura ka pai ake ngā paetae i roto i taua wāhanga. Tāpiri atu ki tēnā, e mōhio ana ngā kaiārahi, me koutata ngā pūnaha me ngā tukanga aromatawai i te Kura Hou, i runga anō i tēnā i miramiratia ai ki te Managing National Assessment Report a Te Mana Tohu Mātauranga o Aotearoa. E hāpai ana tēnei aromātai i te aronga nui ki te whakawhanake i ngā mahi aromatawai riterite, puta noa i te kura. Ka whakatairangatia ngā putanga ki ngā uri i te wā kei te arorau, kei te whai pūtake hoki ngā mahi aromatawai, ā, kua whakahāngaitia mō ngā kaupapa.
I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te 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:
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:
E taunaki ana Te Tari Arotake Mātauranga kia whakamahi ngā kaiārahi o te kura i ngā mahi aromatawai e whai hua ana ki te arotake me te whakapai ake i ngā tukanga aromatawai, kia ahu whakamua ai te ako me ngā paetae a ngā uri katoa.
Tiwana Hibbs
Toka ā Nuku
Te Uepū ā-Motu – Māori Review Services
30 Pipiri, 2025
| Te tūwāhi | Kei Te Kaha |
| Te tau a te Tāhuhu o te Mātauranga | 742 |
| Te tūmomo kura | He kura hiato (Tau 1-13) |
| Te tokomaha o ngā ākonga o te kura | 200 |
| Ngā hononga ā-iwi | Māori 100% |
| Ngā āhuatanga motuhake | Ngā Kura ā-Iwi |
| Te wā i te kura te rōpū arotake | Poutū-te-rangi 2025 |
| Te wā o tēnei pūrongo | 30 Pipiri, 2025 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Here-turi-kōkā 2023; Arotake Mātauranga, Hakihea 2018 |
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.
Te Kura o Te Whānau-a-Apanui is located in Te Kaha. Uri have strong whakapapa connections to hapū throughout Te Whānau-a-Apanui iwi. The kura is affiliated to Ngā Kura-ā-Iwi o Aotearoa and provides education for 200 uri from Years 1–13. ERO’s August 2023 review report highlighted several areas requiring strengthening to improve outcomes for uri. The poumarumaru, kura pou, kaiako and whānau responded positively to the findings and have worked collaboratively to steadily address the areas of non-compliance and to progress development actions. There has been a significant roll growth since ERO’s previous report.
Uri are developing confidence to accept challenges and pursue opportunities to realise their potential.
Te Whānau-a-Apanuitanga underpins teaching and learning. Participating in the marau ā-kura strengthens uri self-assurance and affirms their identity as descendants of Apanui Ringamutu. Uri confidently lead wero, karanga, whaikōrero, mōteatea and waiata, and extend manaaki and aroha when welcoming manuhiri. Learning experiences and activities reinforce knowledge, values and tikanga that are important to the kura whānau and iwi. Positive relationships continue to grow and are grounded in whanaungatanga and whakapapa. Uri are actively engaged, and their learning is enhanced through meaningful, and culturally connected experiences.
Uri deepen their connection to the whenua through mōteatea, which identify significant landmarks and places of importance to Te Whānau ā Apanui. As a result, their self-identity and their sense of belonging are enhanced. Haka and waiata serve as powerful platforms for uri to celebrate and express their knowledge of Apanuitanga. Additionally, uri often spontaneously break into waiata, demonstrating not only their knowledge but also their pride and creativity. Uri actively practice and role model the principles of kaitiakitanga upheld by whānau, hapū and iwi.
The quality of teaching is steadily developing across the kura. Kaiako plan collaboratively and a thematic approach promotes cohesion and balance from Years 1 to 13. Kaiako focus on providing a variety of rich learning opportunities schoolwide to engage uri in meaningful ways. Teaching strategies are used to enhance uri engagement and foster relationships, empowering uri to take increased ownership of their learning and development. These include setting high expectations, offering praise, and providing holistic, wraparound support for both learning and wellbeing. Kaiako are actively developing their professional capability through reflective practice, inquiry, and both internal and external professional development opportunities. Uri appear happy, are engaged, and develop confidence as self-led learners.
Whanaungatanga and whakapapa is the foundation of leadership practices. Leaders foster a positive and calm environment conducive to achieving desired outcomes. Leaders are focused on developing effective and quality teaching and learning approaches, establishing clear expectations, and encouraging collective responsibility. Kaiako are supported to improve their knowledge and skills, enabling them to deliver interesting and balanced learning programmes. The professional growth cycle aligns to strategic priorities and supports collaboration and professional development amongst tumuaki and kaiako. Trusting relationships are underpinned by whakapapa, whanaungatanga, manaakitanga and aroha. Uri experience positive role models and are developing as capable future leaders of and for Te Whānau ā Apanui.
The poumarumaru have strengthened their understanding of roles and responsibilities. Over the past two years, they have worked to implement policies, systems and processes with guidance from Te Whakarōpūtanga Kaitiaki Kura o Aotearoa|New Zealand School Boards Association and Ngā Kura-ā-Iwi o Aotearoa. Through collaborating with whānau, they have developed a strategic direction that encapsulates the aspirations of the wider kura whānau. The tumuaki provides regular reports to the poumarumaru to support informed decision-making. The poumarumaru are developing their capability to evaluate what is working well and how to best resource and support initiatives that lead to improvements in the kura. Uri holistic development is at the heart of governance decision-making.
Internal evaluation practice requires strengthening to effectively assess the impact of assessment practices. Identify areas in need of strategic and constructive improvement to raise student achievement across the kura.
At the end of 2024, a small majority of Years 1-6 uri in the English medium syndicate met or exceeded expectations in reading and Mathematics. However, a large majority did not meet expectations in writing. In Māori medium, a significant majority of Years 1-6 uri met or exceeded expectation in pāngarau and pānui, with a large majority also meeting expectations in tuhituhi.
For Kura Waenga (Years 7–10), most uri were reported to be performing below or well below expectations across key curriculum areas. ERO was not provided with sufficient data to validate the kura reporting. While National Certificate of Educational Achievement (NCEA) data improved in 2024 compared to 2023, many uri did not reach expectations. The recent employment of a pāngarau teacher for NCEA, has given school leaders confidence that achievement in this area will improve. Additionally, leaders know they need to streamline assessment systems and processes in Kura Hou as highlighted in their New Zealand Qualifications Authority, Managing National Assessment Report. This evaluation supports the prioritisation of developing consistent, schoolwide assessment practices. Outcomes for uri are enhanced when assessment practices are coherent, purposeful and fit for purpose.
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:
During the evaluation, ERO checked at the following items because they have a potentially high impact on student safety and wellbeing:
ERO recommend that kura leaders use effective evaluation practices to review and improve assessment procedures to progress the learning and achievement of all uri.
Tiwana Hibbs
Toka ā Nuku - Director
Te Uepū ā-Motu – Māori Review Services
30 June 2025
| Location | Te Kaha |
| Ministry of Education profile number | 742 |
| Kura type | Composite (Years 1–13) |
| Kura roll | 200 |
| Ethnic composition | Māori 100% |
| Special features | Ngā Kura-ā-Iwi |
| Review team on site | March 2025 |
| Date of this report | 30 June 2025 |
| Most recent ERO reports | Education Review, August 2023; Education Review, December 2018 |
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 hapū me ngā iwi.
E tū ana Te Kura o Te Whānau-a-Apanui ki Te Kaha, mō ngā uri o ngā tau 1 ki te 13. He tātai whakapapa ō ngā uri ki ngā marae me ngā hapū katoa o roto i Te Whānau-a-Apanui. Nō te wāhanga tuarua o tēnei tau tētahi tumuaki hou i whakatūngia ai. I te wā o te arotake ki te kura, tērā ētahi take nunui i whakapuakihia ai mō te kounga o te mātauranga, inarā mō te mātauranga i te wharekura.
He pēhea rawa te whakaatu mai a ngā uri i tā rātou angitu hei mangainga o Apanui Ringamutu?
Kāhore anō kia whakatinanahia katoa mai te pitomata o ngā uri hei mangainga e whakatairanga ana i ngā pūmanawa o Apanui Ringamutu.
He whai wāhitanga mō ngā uri ki te whakatangata i te tū o Te Whānau-a-Apanui. Ka whai wāhi atu, ka tautoko hoki ngā uri i ngā kaupapa a te iwi, a ngā hapū, me ngā kura. Ka whai pānga matua te hāhi Ringatū, ngā pepeha, ngā mōteatea, ngā waiata, me te taiao whānui ki te hōtaka akoranga. He tokomaha ngā whānau e hokihoki mai ana ki te kāinga me te uru atu ki te kura, hei āta tūhonohono anō ki Te Whānau-a-Apanui. He hononga ā-whakatupuranga ō ngā whānau tokomaha ki te kura. Ka kitea Te Whānau-a-Apanuitanga ki te hanganga o ngā whare hou. E mōhio ana ngā uri ki ō rātou tuakiri me ō rātou hononga.
E whanake ana te ārahitanga i te kura, ā, he aronga ki te whakatupu i ngā uri kia eke ki te hiranga o Te Whānau-a-Apanui. E whakatauira ana te tumuaki hou i ngā tūmanako teitei mō ngā kaimahi me te whānau. I arotake wawe i ngā whakahaeretanga katoa, puta noa i te kura. Kei te aro matua ngā kaiārahi ki te toro atu ki te reo o ngā whānau, o ngā kaiako, me ngā uri, me te urupare atu i aua reo. Ko tētahi mahi kōhukihuki e whāia ana, ko te whakaemi me te pūrongo i ngā hōtuku e pā ana ki Te Taumata Mātauranga ā-Motu kua Taea. Ko tētahi kaupapa matua, ko te whakapakari anō i te whakawhirinakitanga me te ngākau pono ki te taha o ngā uri o te wharekura me ō rātou whānau. Ko tētahi whakaarotau i tautuhia ai e ngā kaiārahi, ko te whakapuaki anō i te ahurea ā-kura e whakatinana ana i te ngaiotanga me te hiranga, i runga anō i te āhua o ngā tūāhuatanga me ngā pūmanawa o Apanui Ringamutu. Ko te whakamahere kia eke ai ngā uri ki ō rātou pitomata tētahi aronga matua a ngā kaiārahi.
He ngoikore te kounga o te mātauranga e whakaratohia ana mā ngā uri. Kei te whakamōrearea i tā rātou eke angitu i roto i te mātauranga. Kei te rerekē te āhua o ngā āheinga whakaako i te kura. Kāhore i te riterite te kounga o ngā mahi whakamahere a ngā kaiako, kāhore i te rawaka ngā whakaritenga aromatawai o te kura whānui. Kei te tino ngoikore te tātari i ngā hōtuku aromatawai e whai hua ana. Kāhore e taea e ngā kaiako te āta pūrongo tika atu i te ahu whakamua me ngā paetae a ngā uri, ā, kāhore he whai wāhitanga kia kōrerorerohia e ngā kaiako i ia te wā, hei whakapai ake i ngā putanga ki ngā uri. Kāhore he huringa taiāwhio tupu ngaio hei aroturuki, hei whakapai ake hoki i ngā whakaritenga kaiako, ā, ka whakamōrearea anō hoki taua tūāhuatanga i te ako a ngā uri. Kua whakapuakihia e ngā kaiako te hiahia ki te whakapai ake i ngā whakawhitinga kōrero me te kotahitanga o ngā kaimahi. Kāhore ngā uri e āta whāngaihia ana ki te mātauranga, ā, kāhore e eke ana ki tō rātou tino pūmanawa.
Me tahuri wawe ki te whakatairanga i te whakaako me te ako i te wharekura. Kāhore i te tino kaha te whakaritenga ngaio, me te mōhiotanga, te mātau hoki ki te kiko o ngā marau. Me whakawhanake te kura i ngā pūnaha pakari e hāpai ai i ngā ākonga ki te whakatutuki haere i ngā whakawhiwhinga mō Te Taumata Mātauranga ā-Motu kua Taea. Kua tino whakamōreareatia ngā paetae a ngā uri.
Ngā Whakaritenga Matua ka whai ake
Me whakapakari ake i te mōhiotanga me te māramatanga o ngā kaitiaki o Te Poumarumaru ki ō rātou tūranga me ā rātou kawenga mahi. He maha ngā take hei tirohanga wawe, tae atu ki te whakahaeretanga o ngā kaimahi me ngā paetae ākonga, ngā pūrongo hoki, puta noa i te kura whānui. Ahakoa kua tautuhia ngā whāinga rautaki, kāhore e āta kitea ana i pēhea nei te kura i te aroturuki, i aromātai rānei i tā rātou ahu whakamua ki te whakatutuki i aua whāinga. Waihoki, kāhore Te Poumarumaru i whakatau i tō rātou whakapau kaha ki te whakatutuki haere i ngā herenga ā-ture e pā ana ki te whakahaeretanga o te poari me te marau. Kāhore te ako me te eke angitu a ngā uri e whakaraupapahia ana hei whakaarotau.
Kāhore e aro tika ana ki te whakaratonga o te mātauranga mā te reo Māori. Kāhore he rautaki mārama mō te whakapakaritanga ake o ngā pūkenga me te mātau ki te reo Māori i roto i te kura me te whānau. Me ū pūmau, me whakamahere rautaki hoki, kia whakawhiti atu te kura katoa ki te whakapuaki i te mātauranga mā te reo Māori o Te Whānau-a-Apanui. Kāhore i te tino pakari te whakamahinga a ngā uri i te reo o Te Whānau-a-Apanui.
I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha mō te whakahaeretanga o ngā wāhanga e whai ake nei:
te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
te haumaru ā-tinana o ngā ākonga
te rēhitatanga o ngā kaiako
ngā tukanga ki te whakatū kaimahi
te whakaunu, te aukati, te pana me te whakarerenga
te tae ā-tinana atu a ngā ākonga ki te kura
ngā kaupapa here o te kura, me te whakatutukitanga o ērā i ngā tikanga e pā ana ki te Children’s Act 2014.
Hei whakatutuki i ngā herenga ā-ture, me tahuri Te Poumarumaru ki te:
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]
whai whakaaro matua ki te arotake i ngā kaupapa here, ngā tukanga, me ngā whakaritenga o te kura e pā ana ki te whakahaeretanga o te whanonga uaua me te whakamahinga o te pupuri i te tangata, ā, me āta whakatau hoki i te noho mōhio o ngā mātua, ngā ākonga, ngā kaimahi o te kura, me te hapori ki aua tūāhuatanga
[s99 Te Ture Mātauranga me te Whakangungu 2020, Ngā Ture Mātauranga (Pupuri Tangata) 2017]
whakawhanake – ki te taha o te tumuaki, ngā kaimahi whakaako, me te hapori o te kura – tētahi mahere rautaki e whakaraupapa ana i te huarahi ka whāia e rātou ki te whakatinana i ngā Aratohu Mātauranga ā-Motu mā roto mai i ā rātou kaupapa here, i ngā mahere, me ngā hōtaka, tae atu ki te marau, te aromatawai, me te whakawhanaketanga ngaio o ngā kaimahi
[s138(1) me te (2) Te Ture Mātauranga me te Whakangungu 2020]
whakapūmau i te haere tonutanga o tētahi hōtaka arotake whaiaro e pā ana ki ngā kaupapa here, ngā mahere, me ngā hōtaka, tae atu ki te aromātai i ngā mōhiohio aromatawai o te kounga pai mō te ahu whakamua me ngā paetae a ngā ākonga
[s138(1) Te Ture Mātauranga me te Whakangungu 2020]
whakarato i te tātaringa o ngā tūmomo rerekētanga katoa ka puta ki waenga i te āhua mahi o te kura me ngā whāinga, ngā tūmanako, te aronga, ngā kaupapa matua, me ngā taumata i whakatakotohia ai ki te tūtohinga o te kura
[s134 (1)(a) Te Ture Mātauranga me te Whakangungu 2020]
whakarato ki ngā ākonga katoa o ngā tau 1 ki te 13, ngā whai wāhitanga ki te ahu whakamua me te eke angitu i roto i ngā wāhanga katoa o The National Curriculum. Me te mea hoki, mā te tātari i ngā mōhiohio aromatawai, me tautuhi i ngā rōpū kāhore e ahu whakamua ana, e whai angitu ana, kei te noho mōrearea rānei ki te kore ahu whakamua me te kore whai angitu, ā, me whakawhanake, me te whakatinana hoki i ngā rautaki whakaako me ngā rautaki ako e whakatutuki ai i ngā matea o aua ākonga, i ngā wāhanga hoki o te marau hei āta tirohia
[s127, 164, 165 Te Ture Mātauranga me te Whakangungu 2020, me Ngā Kaupapa Matua ā-Motu mō te Mātauranga me te Ako 1, 2, 3, 4 me te 6]
whakamahi i ngā mōhiohio aromatawai o te kounga pai, me te pūrongo ā-tuhi māramarama nei ki ia ākonga me ōna mātua, mō te āhua o tana ahu whakamua me ana paetae i roto i te reo matatini me te pāngarau, i ngā wā putuputu e rua o te tau, koni atu rānei
[R21 Education (School Boards) Amendment Regulations 2022]
[s103 Te Ture Mātauranga me te Whakangungu 2020]
[s91 Te Ture Mātauranga me te Whakangungu 2020]
[s36 Te Ture Mātauranga me te Whakangungu 2020, Te Ture Education School Attendance 1951]
[s599 Te Ture Mātauranga me te Whakangungu 2020; me te Kirimina ā-tōpū mō te Whiwhi Mahi]
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]]
I whakawhanakehia e Te Tari Arotake Mātauranga me Te Poumarumaru te taunakitanga e whai ake nei, arā, kia:
mahi Te Poumarumaru me ngā kaiārahi o te kura ki te taha o Ngā Kura ā Iwi o Aotearoa, ki te whakatutuki i ngā tūāhuatanga o ngā herenga ā-ture me ngā whakaritenga matua katoa i tautuhia ai ki tēnei pūrongo.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
07 Hereturikōkā, 2023
|
Te tūwāhi |
Kei Te Kaha |
|
Te tau a te Tāhuhu o te Mātauranga |
742 |
|
Te tūmomo kura |
He kura hiato Tau 1-13 |
|
Te tokomaha o ngā ākonga o te kura |
154 |
|
Ngā hononga ā-iwi |
Māori 98%, Iwi kē 2% |
|
Ngā āhuatanga motuhake |
Ngā Kura ā Iwi |
|
Te wā i te kura te rōpū arotake |
Pipiri 2023 |
|
Te wā o tēnei pūrongo |
7 Hereturikōkā 2023 |
|
Ngā pūrongo o mua a |
Arotake Mātauranga, Hakihea 2018 |
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 o Te Whānau-ā-Apanui caters for uri in Years 1-13 and is situated in Te Kaha. Uri affiliate to all marae and hapū within Te Whānau-ā-Apanui. A new tumuaki was appointed in Term 2 of this year. During the onsite review serious concerns were shared regarding the quality of education, particularly in the wharekura.
Uri potential as descendants that reflect the attributes of Apanui Ringamutu are yet to be fully realised.
Uri have opportunities to express what it means to be Te Whānau-ā-Apanui. Uri participate in and support iwi, hapū and interschool events. Hāhi Ringatū, pepeha, mōteatea, waiata and the wider taiao are integral parts of the learning programme. A number of whānau are returning home, and enrolling at the kura, in a deliberate approach to reconnect to Te Whānau-a-Apanui. Many whānau have intergenerational
connections to the kura. The design of the new build is reflective of Te Whānau-ā-Apanuitanga. Uri know who they are and who they are connected too.
Leadership in the kura is developing, there is an emphasis on growing uri to achieve Te Whānau-ā-Apanui excellence. The new tumuaki models high expectations for kaimahi and whānau. An immediate review has been undertaken across all kura operations. Leadership have prioritised gathering and responding to whānau, kaiako and uri voice. Urgency has been given to collating and reporting National Certificate in Educational Achievement (NCEA) data. Rebuilding relational trust and credibility with uri, in the wharekura, and their whānau is a priority. Leaders identify as a priority, recreating a kura culture that reflects professionalism, and excellence that embodies the traits and characteristics of Apanui Ringamutu. Planning for uri to reach their potential is a priority leadership focus.
The quality of education provided to uri is poor. Their educational success is at risk. Teaching capability varies significantly across the kura. There are inconsistencies in the quality of teacher planning and kura wide assessment practices are inadequate. The analysis of dependable assessment data is severely lacking. Teachers are unable to reliably report on the progress and achievement of uri and there are no opportunities for regular teacher discourse to improve outcomes for uri. The absence of a professional growth cycle to monitor and improve teacher practice further compounds the risk to uri. Kaiako articulate a need for improved communication and increased cohesiveness amongst the staff. Uri are underserved and are not achieving to their potential.
Teaching and learning in the wharekura requires urgent action. There is a lack of professional practice, and curriculum content knowledge and expertise. The kura needs to develop robust systems to support students who are working towards NCEA qualifications. Uri achievement has been severely compromised.
Poumarumaru knowledge and understanding around their roles and responsibilities needs strengthening. A number of matters require immediate attention, including personnel management and kura wide student achievement and reporting. Although strategic goals have been identified, it is unclear how the kura has monitored or evaluated their progress toward achieving these. Furthermore, poumarumaru have not attested to taking all reasonable steps to meet legislative requirements related to board administration and curriculum. Uri learning and success has not been prioritised.
The provision of education in te reo Māori is not given sufficient priority. There is no clear strategy to build te reo Māori capability and capacity within the kura and with whānau. Commitment and strategic planning is required to transition the whole kura to delivering education in te reo o Te Whānau ā Apanui. Uri do not confidently use te reo ō Te Whānau-ā-Apanui.
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.
To meet compliance requirements the poumarumaru must:
provide a safe physical and emotional environment for students including the prevention of bullying
[Section 127(1) Education and Training Act 2020]
give priority to reviewing policies, procedures and school practices for managing challenging behaviour and using physical restraint, and ensure parents, students, school staff and the community know about these
[Section 99, Education and Training Act 2020, Education (Physical Restraint) Rules 2017]
with the principal, teaching staff, and school’s community develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including curriculum, assessment and staff professional development
[Section 138(1) and (2) Education & Training Act 2020]
maintain an on-going programme of self-review in relation to policies, plans and programmes, including evaluation of good quality assessment information on student progress and achievement
[Section 138(1) Education & Training Act 2020]
provide an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter
[Section 134(1)(a) Ed & Training Act 2020]
provide all students in Years 1 to 13 with opportunities to progress and achieve success in all areas of The National Curriculum. And through the analysis of assessment information, identify groups who are not progressing and achieving or are at risk of not progressing and achieving and develop and implement teaching and learning strategies to address the needs of these students, and aspects of the curriculum which require particular attention
[Sections 127, 164, 165 Education & Training Act 2020 and NELPs 1, 2, 3, 4 and 6]
use good quality assessment or aromatawai information to report, in writing and plain language, to each student and their parents on their progress and achievement in literacy and mathematics or te reo matatini and pāngarau at least twice a year
[Regulation 21 of Education (School Boards) Amendment Regulations 2022]
provide appropriate career education and guidance for all students in Year 7 and above, with a emphasis on specific career guidance for those students who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training
[Section 1039 (a)-(b) Education and Training Act 2020]
comply with the requirement to adopt a statement of delivery of the health curriculum, at least every two years, after consultation with the school community
[Section 91 Education and Training Act 2020]
have reporting practices in place that satisfy the board that student absences are correctly recorded, monitored and followed up
[Section 36 Education and Training Act 2020, Education School Attendance Regulations 1951]
develop and implement a robust process for assessing the performance of teachers
[Section 599 Education and Training Act 2020; and Collective Employment Agreement]
annually assess the tumuaki against all the professional standards for principals
[New Zealand Education Gazette and relevant Employment Agreement].
ERO and Te Poumarumaru agreed to the following recommendation:
that poumarumaru and kura leaders work closely with Ngā Kura-ā-Iwi to rectify the
non compliances and address all the key next steps identified in this report.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
7 August 2023
|
Location |
Te Kaha |
|
Ministry of Education profile number |
742 |
|
Kura type |
Composite (Years 1-13) |
|
Kura roll |
154 |
|
Ethnic composition |
Māori 98 %, Other 2 % |
|
Special features |
Kura-ā-Iwi |
|
Review team on site |
June 2023 |
|
Date of this report |
7 August 2023 |
|
Most recent ERO report(s) |
Education Review, December 2018 |
Hei Kura mō Apanui
Tākore Tokatū
Ko Te Kura o Te Whānau-a-Apanui tētahi kura hiato hou i whakatuwheratia ai i te Hui-tanguru o 2016. I tēnei wā e whakahaerehia ana te kura ki te wāhi i tū kē ai i mua ko Te Kura o Ōmaio, ā, e tatari ana te whānau kia whakatūngia ngā whare me ngā rauhanga o te kura hou ki Te Kaha. Nō te mutunga o te tau 2017 tētahi tumuaki i whakatūngia ai, ā, koia nei tana tū tuatahi hei tumuaki. Ko te arotake mātauranga tuatahi tēnei o te kura.
Kei te kaha whakahuatia te whakataukī o runga ake nei hei tūāpapa mō te whakatūnga o tēnei kura hou. E whakanui ana te whakataukī i ngā wawata o te whānau kia puritia te reo me ngā tikanga tuku iho a te iwi, ā, i te manawanui anō hoki e tika ana kia tutukihia aua wawata. Nō te Paenga-whāwhā o 2016, mā te tautoko anō hoki o te whānau, i huri te kura ki raro i te maru o Ngā Kura ā-Iwi o Aotearoa.
Kei te pakari haere ngā ngākau titikaha o ngā uri ki te whakapuaki i tō rātou tuakiri hei uri o Te Whānau-a-Apanui.
Kei te whakawhanake ngā uri i ō rātou pūkenga ki te whakapuaki i tō rātou tuakiri, tō rātou reo, me tō rātou ahurea. Ko tō te whānau wawata, he whakanui i ngā pūmanawa o ō rātou tīpuna hei āhuatanga matua tonu o te marau i te kura. E aro nui ana ngā akoranga ki te whakapapa, ngā pūmanawa tuku iho o ngā tīpuna, te whanaungatanga, ngā hītori, me ngā tikanga e pā ana ki te rohe, te whenua, me te moana. He whai wāhitanga mō ngā uri ki te tūhura i ngā kōrero tuku iho a Te Whānau-a-Apanui. Ka whakamahia tētahi maramataka e hāngai pū ana ki te takiwā nei, hei ārahi i ngā mahi māra a ngā uri ki te kura. Ko ngā whakaaturanga ki ngā akomanga e āta tohu ana i ngā whakaahua o ngā rangatira e whai pānga nui ana ki te kura. Kei te pakari haere ngā ngākau titikaha ō ngā uri, nā tō rātou mōhio ki a rātou anō, ki ō rātou tūrangawaewae hoki.
Kei te pakari haere te tūmāia o ngā uri ki te whakamahi i te reo Māori. He tino kaha te ngākau nuitanga o te whānau ki te pupuri me te whakatupu tonu i te reo Māori. He aronga nui ki te whakapakari ake i te reo ā-iwi o Te Whānau-a-Apanui ki roto i ngā uri. He hōtaka reo Māori tā te whānau i nāianei mō ngā ākonga o ngā tau 1 ki te 7. E whai wāhi nui ana taua hōtaka ki te whakatakotoranga o tētahi huarahi reo Māori mō ngā uri. Kua whakaritea ngā hōtaka akoranga i whakahāngaitia ai, hei whakapakari i te tūmāia o ngā uri ki te whai wāhi mātātoa atu ki ngā horopaki o te reo Māori. He whai wāhitanga i ia te wā mō ngā uri ki te ārahi i ngā karakia me ngā waiata tawhito o te hapori whānui nei. He nui ngā pūmanawa ki waenga i ngā kaimahi ki te whakapuaki i ngā hōtaka mā te reo Māori. E whakawhanake ana ngā uri i ngā pūkenga ki te whakapuaki i ō rātou whakaaro mā te reo Māori ki ngā tūmomo horopaki.
Kua whai ngā uri i ngā hononga papai ki te whānuitanga o ngā tūmomo horopaki. He aronga rautaki e hāpai ai i ngā uri ki te tūhonohono ki te hapori, heoi, ki te hapori whānui tonu. He aronga ki ngā akomanga ki te whakapiki ake i te whai kawenga a ngā uri, kia whakamahere ake, kia ārahi ake hoki rātou i ā rātou akoranga. I ngā akomanga o ngā tau 1 ki te 8, ka whai wāhi nui ngā uri ki ngā kaupapa e pā ana ki te hapori me te taiao. Kua tae atu, kua whai wāhi atu hoki ngā uri i te wharekura ki ngā kaupapa ā-rohe me ngā kaupapa ā-motu, hei whakatutuki i ngā take e pā ana ki te taiao. Ko tētahi āhuatanga o aua mahi, ko te toro atu ki ngā mātauranga i tuku iho ai, me ērā anō hoki o te ao hurihuri e whai pānga ana ki ngā take taiao. Ko ngā whai wāhitanga ki te tūhonohono ki ētahi atu uri, me ētahi atu hapū, iwi hoki mā ngā kaupapa ahurea e āta tautokona ana e te kura me te hapori. He pai te whai wāhi atu a ngā uri ki ā rātou wheako ako.
Ko te waiora, te hauora, me te haumaru o ngā uri ngā aronga matua o ngā kaiārahi o te kura. He nui ngā pūmanawa o ngā mātanga mātauranga me ngā kaiwhakahaere tautōhito ki te poari, ā, e ngākau nui ana rātou kia eke angitu ngā uri. E hāngai ana tā rātou titiro ki te whakapakari i te ārahitanga me ngā pūmanawa o te hapori, hei āta whakarite i te rōnaki tonutanga o te kura. Kua aro nahanaha te poari ki te āta tautoko i te tumuaki e tū tuatahi hei tumuaki, otirā, ki te whakapakari ake i āna kawenga whakahaere me tōna whakawhanaketanga hei kaiārahi o te kura.
Ko te toro atu me te whakawhitiwhiti kōrero ki te hapori i hāpai ai i te poari ki te whakatakoto i te aronga rautaki o te kura. E mōhio ana ngā mema o te poari, kei te tau haere tonu ngā whakaaro o te whānau me te hapori ki ngā take e whai pānga ana ki te katinga o ngā kura o mua ki tēnei hapori, me ngā tūmomo whakarerekētanga i whakatutukihia ai hei whakatū i tētahi atu huarahi mātauranga hou. E whai wāhi ana ki te tūtohinga, ko ngā āhuatanga e pā ana ki te whakawhiti i te wāhi ako o tēnei wā ki te wāhi ako hou e whakakaupapatia ana. Ko tā rātou tikanga whakaaro hei kura ā-iwi e kitea ana hoki ki aua tuhinga rautaki. E aro atu ana te aromātai o roto ki te whakatutuki i ngā herenga ā-ture e tika ana, me te whakapūmau anō hoki i te pai ake tonu o ngā putanga ki ngā uri.
Me āta tautuhi ngā kaiārahi matua i ō rātou ake tūranga, i ā rātou ake kawenga hoki, ā, me whakawhanake i te aronga ngātahi ake ki te ārahi me te whakahaere, puta noa i te kura. Mā tēnei, ka pai ake hoki te hāpai ake a ngā kaiārahi matua i te kounga o ngā whakaritenga whakaako, ā, ka whai wāhi hoki rātou ki te whakatairanga i te eke angitu o ngā uri i roto i ā rātou akoranga. Ko ētahi o ngā kaupapa matua i tāutuhia ai ki tēnei arotake hei kaupapa e pupū ake ana, ko te whakawhanaketanga me te whakatinanatanga o te marau, ko te whakaemi, te tātari, me te pūrongo i ngā paetae uri puta noa i te kura, ā, ko te whakapakari ake i ngā pūmanawa o ngā kaiako.
E whanake ana ngā pūnaha ki te whakaemi me te tātari i ngā mōhiohio e pā ana ki ngā paetae uri. Ahakoa ka kohikohi ngā kaiako i ngā mōhiohio aromatawai, kāhore aua mōhiohio e āta whakaemihia, e āta tātarihia ana hoki hei tāutu i ngā matea ako o ia ākonga, o ngā rōpū ākonga hoki. He mahi anō ki te whakatau i a rātou ka kawe atu ai i te whakaemi me te aromātai o ngā mōhiohio paetae i te kura, otirā, i ngā huarahi hoki ka whāia e ngā kaiārahi hei aroturuki i aua paetae, hei whakapuaki anō hoki i te taha o te poari ki te āta whakaatu i ngā ia me ngā tauira o ngā paetae mā ngā taumata ā-tau i whakatakotohia ai.
Kua whakapuakihia e te poari me te whānau tō rātou wawata kia piki ake te whakaratonga o te mātauranga rumaki reo Māori i roto i te kura. Me haere tonu ngā mahi mō tēnei āhuatanga, kia ū ai tā rātou aronga rautaki, aronga nahanaha tonu ki te whakatutuki i taua wawata. Me āta whakarite rātou i ngā rauemi e tika ana hei whakapakari ake i te āheinga me ngā pūmanawa o ngā kaimahi, ā, hei whakapai ake i ngā putanga ako o ngā uri e ako ana mā te reo Māori.
I mua atu i te whakahaerenga o te arotake i whakatutukihia e Te Poumarumaru me te tumuaki he Tauāki Kupu Tūturu a Te Poumarumaru 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:
Kua whakawhanakehia e Te Tari Arotake Mātauranga me te kura te taunakitanga e whai ake nei, arā, kia:
whakapakari anōtia e te poari me ngā kaiārahi o te kura ō rātou tino hononga mahi ki Ngā Kura ā-Iwi o Aotearoa, ā, kia mahi ngātahi rātou ki te whakatutuki i ngā wāhanga i tāutuhia ai hei whakawhanake ake, otirā, kia whakatutukihia hei āhuatanga tonu o ā rātou mahi e haere tonu ana i roto i te whakatūnga o Te Kura o Te Whānau-a-Apanui.
Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te aromātai whai muri o Te Kura o Te Whānau-a-Apanui i roto i ngā tau e toru.
Charles Rolleston Toka ā-nuku
21 Hakihea, 2018
|
Te tūwāhi |
Kei Ōmaio |
|
|
Te tau a te Tāhuhu o te Mātauranga |
742 |
|
|
Te tūmomo kura |
He kura hiato (Tau 1-15) |
|
|
Te tokomaha o ngā ākonga o te kura |
124 |
|
|
Te ira tangata |
Kōtiro 57 Tama tāne 67 |
|
|
Ngā hononga ā-iwi |
Māori |
100% |
|
Te ratonga reo Māori |
Taumata 1 – 81-100% Taumata 3 – 31-50% |
|
|
Te wā i te kura te rōpū arotake |
Whiringa-ā-nuku 2018 |
|
|
Te rā o tēnei pūrongo |
21 Hakihea, 2018 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Koia nei te arotake tuatahi |
|
Hei Kura mō Apanui
Tākore Tokatū
Te Kura o Te Whānau-a-Apanui is a new composite school that opened in February 2016. The kura is currently situated on the former site of Te Kura o Ōmaio while the whānau await the construction of new kura premises and facilities in Te Kaha. A first-time principal was appointed at the end of 2017. This is the first education review of the kura.
The whakataukī above serves as a mantra for the establishment of this new kura. It acknowledges the aspirations of the whānau for the retention of the language and customs of the iwi and the perseverance required to achieve this. In April 2016, with the support of the whānau, the kura also became a member of Ngā Kura ā-Iwi o Aotearoa.
Uri are gaining confidence to demonstrate their identity as Te Whānau-a-Apanui.
Uri are developing skills to express their identity, language and culture. Whānau aspirations are to prioritise the attributes of their collective tīpuna as an essential part of the kura curriculum. Learning is strongly focused on whakapapa, ancestral attributes, whanaungatanga, histories and customs associated with the local area, land and sea. Uri are provided with opportunities to explore the stories of Te Whānau-a-Apanui. A localised maramataka is used to guide students with tending to the māra at the kura. Classroom displays give prominence to photographs of leaders of note to the kura. Uri are gaining confidence in knowing who they are and where they come from.
Uri are building confidence to use te reo Māori. The commitment to the retention and growth of te reo Māori is very strong amongst the whānau. There is a strong focus on strengthening Te Whānau-a-Apanui dialect amongst uri. The whānau now have a te reo Māori programme in place for Years 1 to 7 students. This contributes significantly to establishing a Māori language pathway for uri. Targeted learning programmes are in place to build uri confidence to actively participate in Māori speaking contexts. Uri have regular opportunities to lead karakia and waiata tawhito of the local area. There is considerable capability amongst staff to deliver programmes in te reo Māori. Uri are developing skills to express themselves in te reo Māori in different settings.
Uri have established positive relationships across a range of contexts. There is a strategic approach to support uri to make connections to the local and wider communities. In classrooms there is a focus on increasing uri responsibility for planning and guiding their learning. In Year 1 to 8 classes, uri participate in and contribute to local and environmental projects. Uri in the wharekura have attended and contributed to regional and national events to address matters concerning the environment. This has included drawing on traditional and contemporary knowledge pertaining to environmental issues. Opportunities to make connections with other uri, hapū and iwi through cultural events are well supported by the kura and the community. Uri engage positively in their learning experiences.
Uri well-being, health and safety are priorities for the leaders of the kura. The board of trustees has highly skilled Apanui educationalists and managers who are dedicated to the success of uri. They are committed to building community leadership and capability to ensure the sustainable future of the kura. The board of trustees has taken deliberate steps to support the first-time principal and gradually grow his management responsibilities and development as a leader of the kura.
Community consultation and engagement have supported the board of trustees to set the strategic direction for the kura. Board members recognise that members of the whānau and community are working through matters relating to the closure of the previous local schools and the changes that have been made to establish a new educational entity. The charter has been constructed to reflect the transition between the current site and the proposed new site. Their philosophy as a kura ā-iwi is also reflected in these strategic documents. Internal evaluation is responsive to meeting legislative requirements and maintaining ongoing improvement outcomes for uri.
Senior leaders need to clearly define their respective roles and responsibilities and develop a more cohesive approach to leadership and management across the kura. This should enable senior leaders to better support the quality of teaching practices and raise the success of uri in their learning. Emerging priorities identified during this review include curriculum development and implementation, the collation, analysis and reporting of uri achievement across the kura, and building the capability of their teaching staff.
Systems to collate and analyse uri achievement information are developing. Although kaiako gather assessment information, this is not collated and analysed effectively to identify individual and group learning needs. Further work is required to clarify who has responsibility for the collection and analysis of achievement information within the kura, how this will be monitored by leaders and shared with the board of trustees to clearly show trends and patterns of achievement in line with annual targets.
The board of trustees and whānau have articulated their aspiration to increase the delivery of Māori medium education within the kura. This requires ongoing work to ensure they maintain a strategic and deliberate approach to achieving this aspiration. They must ensure there is appropriate resourcing to build the capacity and capability of staff and improve learning outcomes for uri learning through the medium of te reo Māori.
Before the evaluation, the board of trustees and principal 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 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 Vulnerable Children Act 2014.
ERO and the kura have developed the following recommendation:
the board of trustees and kura leaders reaffirm their close working relationship with Ngā Kura ā-Iwi o Aotearoa and work with them to address the identified areas for development as part of the ongoing establishment of Te Kura o Te Whānau-a-Apanui.
The next ERO evaluation of Te Kura o Te Whānau-a-Apanui will be within 3 years.
Charles Rolleston Toka ā-nuku
21 December 2018
|
Location |
Ōmaio |
|
|
Ministry of Education profile number |
742 |
|
|
Kura type |
Composite (Year 1-15) |
|
|
Kura roll |
124 |
|
|
Gender composition |
Girls 57 Boys 67 |
|
|
Ethnic composition |
Māori |
100% |
|
Māori language provision |
Level 1 – 81-100% Level 3 – 31-50% |
|
|
Review team on site |
October 2018 |
|
|
Date of this report |
21 December 2018 |
|
|
Most recent ERO report(s) |
First review |
|