Te Wharekura o Ruatoki

Te Horopaki

“Tōku ora, tōku Tūhoetanga”

E whakarato ana Te Wharekura o Rūātoki i te mātauranga rumaki reo Māori ki ngā tauira o te tau 0 ki te tau 13. E tupu tonu ana te tatauranga o te rārangi ingoa i te kura, ā, kua eke ki te 187 tauira i tēnei wā. E ahu mai ana te nuinga o ngā tauira i te takiwā whānui tonu, ā, he uri rātou nō Tūhoe.

I te tau 1896 te kura i whakatūngia ai hei kura Māori (arā, hei Native School). Koia nei hoki te kura tuatahi o Aotearoa ki te tū hei kura reo rua i te tau 1978. I te tīmatanga tonu o tēnei tau, i te tau 2019, i hono atu te kura ki Ngā Kura ā Iwi o Aotearoa. Koia nei te wā tuatahi kua arotakengia te wharekura mā ngā huarahi arotake e pā ana ki Ngā Kura ā Iwi.

He tino Tūhoe nei te wharekura. Ko tā te whānau tirohanga, kia whakawhanakehia te tauira kia tū mana motuhake, kia tū māia, kia whakaaweawe, kia mātau, kia pakari hoki āna kupu whakatau, heoi, kia whai wāhi nui ki a Ngāi Tūhoe, ki tōna huarahi ako hoki mō ake tonu atu. Whai muri i te arotake o mua a Te Tari Arotake Mātauranga i te tau 2016, kua whakatuwheratia tētahi whare hou me ētahi akomanga i whakahoungia ai, ā, kua whakatutukihia hoki ngā āhuatanga i tāutu ai kia whakapai ake. Ko ētahi wāhanga kāhore anō kia whakatutukihia, ko ngā tūranga me ngā kawenga mahi a te poari kaitiaki.

Ngā Whakaaturanga

1 Ngā Putanga ki ngā Tauira

He pēhea rawa te whai wāhi atu a ngā tauira ki ō rātou whānau, ō rātou hapū, me tō rātou iwi?

He whai wāhitanga e whakaratohia ana ki ngā tauira, kia whai wāhi nui rātou ki ō rātou whānau, ō rātou hapū, me tō rātou iwi.

Kei te māramahia e ngā tauira te whakahirahiratanga o te ūkaipōtanga. Kua wawatatia e ngā tūpuna kia whai ā rātou tamariki i te mātauranga i Rūātoki, me te aronga matua ki te reo me ngā tikanga o Rūātoki me te hāhi Ringatū. E whakatinana ana, e whakaraupapa ana hoki te marau ā-kura i ngā tino tātai hono e paihere ana i ngā wawata o ngā marae, ngā hapū, me te iwi. Ko ngā wāhi tuku iho, ngā wāhi whakahirahira hoki o te taiao, e whai wāhi matua ana ki te hōtaka akoranga. Ka toro atu ki ngā mātauranga me ngā mātanga o te hapori, ā, he āhuatanga tēnei e whakakipakipa ana, e ārahi ana hoki i ngā tauira. He hononga ā-whakapapa tō ngā kaiako me ngā tauira. Ka whai wāhi nui ngā tauira ki ngā kaupapa a te iwi me ngā hapū. Ka whai wāhi atu, ka ārahi hoki rātou i ngā karakia. E whakanui ana taua āhuatanga i te whakahirahiratanga o ngā karakia me ngā tikanga ki te kura me te iwi. Kei te kaha te tū tangata o ngā tauira hei uri o Tūhoe.

Ka rongo ngā tauira i te reo Māori o Tūhoe ki te whānuitanga o ngā tūmomo horopaki. He matatau te nuinga o ngā kaiako me ngā kaimahi ki te kōrero i te reo o Tūhoe. Kua whakawhanakehia e te kura tētahi rautaki reo e whai pānga tonu ana ki ngā wawata o te iwi. E ahu whakamua ana te whānau me ngā hapū ki te whakarauora i te reo ake o Rūātoki. He mārama ngā tūmanako o te whānau kia reo Māori katoa ngā whakawhitinga kōrero. He maha ngā waiata me ngā karakia o Tūhoe e mōhiotia ana e ngā tauira, tae atu hoki ki ērā tonu i tuku iho ai, me ērā anō hoki o te ao hou nei. Ka toro atu ki aua āhuatanga hei whakawhānui ake i ngā māramatanga me te mātau hoki o ngā tauira. Ina he iti noa te reo o te tauira i tana whakauru mai ki te kura, ka whakaratohia ngā akoranga takitahi me te kaiako hei whakapakari ake i ngā pūkenga tuatahi o te reo. E whanake ana ngā tauira ki te kōrero i te reo o Tūhoe.

E tino whakamahia ana e ngā kaiako o te kura tuatahi ngā paetae tauira i āta tātarihia ai hei hāpai i te ahu whakamua me te whakawhanaketanga o te mātau o ngā tauira ki te reo Māori. Mahi ai ngā tuākana ki te taha o ngā tēina i ia wiki ki te whakapakari ake i ngā pūkenga reo ā-waha me ngā mātauranga e pā ana ki te pāngarau. Kua whai wāhi atu taua rautaki ki te whakatairanga ake i te angitu o ngā tauira o te kura tuatahi i roto i te pānui. Kua tāutuhia e ngā kaiako e tika ana kia ū tonu rātou ki te whakatairanga tonu i ngā pūkenga o ngā tauira i roto i te tuhituhi me te kōrero. Me whiwhi ngā kaiako i te ako ngaio me te whakawhanaketanga ngaio i roto i taua tūāhuatanga. Ka kitea ki ngā tauira tō rātou ngākau nui ki te ako.

E whiwhi ana ngā tauira i te whānuitanga o ngā tūmomo whai wāhitanga e whakawhānui ana i ā rātou akoranga. He toki rātou i roto i ngā kaupapa hākinakina me ngā kaupapa ahurea o te hapori, te rohe, me te motu. Ka whai wāhi atu ngā tauira ki te whānuitanga o ngā tūmomo whai wāhitanga ako e whakahaerehia ana ki tua atu i te mārua o Rūātoki. He hiahia tō te whānau kia pakari te taunekeneke atu a ngā tauira ki ētahi atu tāngata me ētahi atu wāhi kei waho atu i te rohe o Tūhoe. Kua whakatinanahia e rātou ngā hōtaka akoranga tūturu - pērā i a Papa Taiao – ki te wharekura me ngā wāhi ako moroki, hei hāpai i ngā mahi a ngā kaiako i ngā tau 1 ki te 8. Kei te pā te angitu ki ngā tauira, puta noa i te whānuitanga o ngā momo horopaki.

E hāpaitia ana ngā tauira o te wharekura ki te eke angitu. Ka whakapuakihia ngā huarahi o Te Taumata Mātauranga ā-Motu kua Taea me ngā akoranga ōkawa o te reo Pākehā ki te reanga o te Tau 9. Ka whakapuakihia tētahi hōtaka huarahi umanga ki te reanga o te Tau 11. Nā te kaha ū tonu o ngā tauira ki te kura, me te kaha hoki o te taetae ki te kura, te whai wāhi nui hoki ki ngā akoranga, kua whakapuakihia ētahi atu hōtaka anō e āta aro mārika ana ki a Tūhoe. Kua toro atu ki ngā mātanga o te hapori ki te whakapuaki i ngā whai wāhitanga ōhanga, whai wāhitanga hinonga hoki o te rohe ki ngā tauira. E hāpaitia ana ngā tauira katoa kia riro i a rātou ngā pūkenga matua pērā i te whakaora whāwhai me ngā raihana taraiwa. E whai wāhi nui ana ngā tauira o te wharekura ki ā rātou akoranga.

2 Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Kāhore ngā tūmanako mō te ahu whakamua me te whakawhitiwhiti i āta tāutuhia ai. Ka whai ngā kaiako i tētahi tukanga e tukua atu ai ngā mōhiohio mō ngā tauira ki ō rātou kaiako hou. Kei te whakamātau te kura i tētahi pūnaha hou, ā, e tūtohu ana rātou kāore anō kia tau te pūnaha nei ki waenganui i te kura, ā, kei te raruraru tonu. Me whakapai ake te whakawhitinga i waenganui i te kura paku, i te kura takawaenga me te wharekura.

Me whakapai ake i ngā mahi ki te tātari i ngā taumata o Te Taumata Mātauranga ā-Motu kua Taea me te pūrongo hoki i te ahu whakamua me ngā paetae o ngā tauira. Ahakoa kei te rawaka ngā tauira e tohu ana i ngā mahi e tātari ai i ngā paetae me ngā pūrongo, kāhore ēnei e riterite ana. Kāhore te tumuaki me te poari e noho tahi ki te matapaki i ngā tātaritanga. Ki te pai ake ngā matapakinga nei, me te whakatū ohu mahi, ka pai ake ngā whakataunga whakaritenga. Me wawe te aro ki ngā whakawhitinga kōrero i waenganui i ngā poārahi o te kura me te poari.

Kāhore i te riterite te aromātai hōtaka. E tika ana kia whakapakarihia ngā tūmanako o te kura whānui i roto i ngā mahi aromātai. Ko ngā kōkiritanga hou i roto i te whakapuakitanga o ngā whakaakoranga ētahi āhuatanga hei aromātai, kia āta tirohia te whai huatanga.

3 Te Ārahitanga me te Aromātai o roto

E whakarōnaki ana te tumuaki i te kura. E hāngai ana ngā whāinga rautaki ki ngā wawata o te iwi mō te whakarauoratanga o te reo o Rūātoki. Kua āta whakatōngia te whanaungatanga ki ngā taunekeneke katoa. Ko te āhua o te ārahitanga i ngā mahi whakahaere e āta poipoi ana anō hoki i te aronga nui ki te tauira, ā, i te wairua whakaute hoki. Ka ārahi rātou hei āta whakarite i te whai pānga nui o te mātauranga o ngā tauira ki tō rātou iwi, ō rātou whānau, me ō rātou hapū. E hāpaitia ana ngā wheako ako a ngā tauira e ngā kaumātua me ngā mātanga o te iwi. He aronga nui ki te whakapakari i ngā pūkenga ārahi o ngā kaimahi rangatahi tonu me ngā tauira.

Ngā Whakaritenga Matua ka whai ake

Me āta whakamārama ake i ngā tūranga me ngā kawenga mahi e pā ana ki ngā mahi kāwana me ngā mahi whakahaere ki te kura. He wero kei ngā tini tūāhuatanga ki te poipoi i ngā hononga ā-whakapapa me ngā kawenga mahi e pā ana ki ngā mahi kāwana, mahi whakahaere hoki ki te kura. E tika ana kia whakatūngia tētahi poari e āta mahia ana hei whakatutuki i āna herenga ā-kāwana, ā-ture hoki.

Kāhore te poari e whakatutuki ana i ōna tūranga me āna kawenga mahi i roto i te kāwanatanga o te kura. Ahakoa e whakahou ana te poari i tēnei wā i ngā kaupapa here kia hāngai ake ai ki Ngā Kura ā-Iwi o Aotearoa, he tawhito tonu rawa ētahi o ngā kaupapa here e pā ana ki te hauora me te haumaru.

Kāhore anō kia oti te tukanga arohaehae. Ahakoa kua whakapuakihia tētahi tukanga, kāhore anō ētahi o ngā kaiako kia tīmata i ā rātou mahi arohaehae. Kei te noho whakaahu ētahi o ngā kaiako ki te tukanga kāhore nei e whai pānga ana ki te āhua ake o tō rātou horopaki. Kua tae ki te wā kia whakatutukihia taua take, hei hāpai ake i ngā whakaritenga a ngā kaiako.

4 Te Whakatau a te poari ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te aromātai i whakatutukihia e te poari 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:

• 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 me ngā taonga.

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:

• te haumaru aronganui o ngā tauira (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 tauira ki te kura.

Nga Mahi hei whakatutuki:

• Kia whakaratohia e te poari tētahi taiao haumaru - ā-tinana, ā-whatumanawa hoki - mō ngā tauira, ā, kia whakatutukihia ngā herenga ā-ture e āta whakatau ai i te noho haumaru o ngā tauira (tae atu ki te ārai i ngā mahi whakawetiweti)
  [Ngā Aratohu Whakahaere Mātauranga ā-Motu 5; Te Ture Hauora me te Haumaru ki ngā Wāhi Mahi 2015]
• Kia whakatutukihia āna herenga katoa, tae atu ki ngā take whai taharua me tētahi mahere rautaki e whakatakoto ana i ā rātou mahi ki te whakatinana i ngā Aratohu Mātauranga ā-Motu mā ā rātou kaupapa here, ā rātou mahere, me ā rātou hōtaka.
  [s103A Ture Mātauranga 1989; wāhanga 40(8) Putanga Rārangi Tuaono o Te Ture Mātauranga 1989; Ngā Aratohu Whakahaere Mātauranga ā-Motu 2(a)]

5 Te Taunakitanga

Kua whakawhanakehia e Te Tari Arotake Mātauranga me te kura te taunakitanga e whai ake nei, arā, kia:

• toro atu te poari ki te tautoko o Ngā Kura ā-Iwi o Aotearoa ki te whakatutuki i ngā whakaritenga matua i tāutuhia ai ki tēnei pūrongo kia whai atu.

Hei ā hea Te Tari Arotake Mātauranga aromātai anō ai i te kura?

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te aromātai whai muri o Te Wharekura o Rūātoki i roto i ngā tau e toru.

Gloria Takuira

Toka ā-nuku Whakakapi

Te Uepū-ā-Motu - Māori Review Services

17 Hakihea, 2019

Ngā Kōrero e pā ana ki te kura

Context

“Tōku ora, tōku Tūhoetanga”

Te Wharekura o Ruātoki provides Māori medium education for tauira from Years 0 – Year 13. The roll continues to grow and stands at 187. Most tauira are from the surrounding district and whakapapa to Tūhoe.

In 1896, the wharekura was established as a Native School. They were recognised as the first official bilingual kura in Aotearoa, in 1978. Earlier this year, 2019, the kura become affiliated with Ngā Kura ā Iwi (NKāI). This is the first review for the wharekura using NKāI methodology.

The wharekura is strongly Tūhoe. The whānau vision is to develop tauira as autonomous, confident, influential, intelligent, decision makers who contribute to Ngai Tūhoe as lifelong learners. Since the 2016 ERO review, a new building and refurbished classrooms have been opened and areas for improvement have been addressed. Board roles and responsibilities are areas that have not yet been met.

Findings

1 Tauira Outcomes

How well do tauira contribute to the their whānau, hapū and iwi?

Tauira are provided with opportunities to make significant contribution to the whānau, hapū and iwi.

Tauira understand the importance of ūkaipōtanga. Tūpuna aspirations have been for their children to be educated in Ruātoki, with a distinct focus on the reo and tikanga of Ruātoki and the hāhi Ringatū. The marau ā kura gives substance and direction to the strong ties that bind marae, hapū and iwi aspirations. Places of historical and environmental significance are an integral part of the learning programme. Community knowledge and expertise is sought and provides extra motivation and role modelling for tauira. Kaiako and tauira are connected through whakapapa. Tauira participate in and contribute to iwi and hapū events. They participate in and lead karakia. This highlights the importance of karakia and tikanga to the kura and the iwi. Tauira identify strongly as descendants of Tūhoe.

Tauira are exposed to te reo Māori o Tūhoe in a range of contexts. Most kaiako and staff are fluent and speakers of te reo o Tūhoe. The kura has developed a language strategy which aligns to iwi aspirations. The whānau and hapū are working towards revitalising the language unique to Ruātoki. The whānau have clear expectations that te reo Māori is the language of communication. Tauira are familiar with a number of traditional and contemporary waiata and karakia of Tūhoe. These are utilised to broaden tauira understanding and proficiency. Tauira who enrol at the kura with very little reo are provided with one on one targeted learning to build basic language skills. Tauira are developing as speakers of te reo o Tūhoe.

Kaiako in the kura tuatahi make purposeful use of well analysed student achievement data to support the progress and development of tauira reo competency. Tuākana work weekly with teina to build fluency in oral skills and increase knowledge in pāngarau. This strategy has helped to lift success for students in the kura tuatahi in pānui. Kaiako have identified they need to make an extra effort to lift tauira performance in tuhituhi and kōrero. This requires professional learning and development for kaiako. Tauira appear to enjoy learning.

Tauira experience a range of opportunities that extend their learning. They are competitive in local, regional and national sporting and cultural arenas. Tauira participate in a range of learning opportunities outside of the Ruātoki valley. Whānau want tauira to confidently interact with other people and places beyond the rohe of Tūhoe. Kaiako have identified that tauira prefer hands on activities that encourage independent and group collaboration. They have implemented authentic learning programmes such as Papa Taiao in Wharekura and modern learning environments to support teacher practice for Years 1-8. Tauira experience success in a range of contexts.

Wharekura tauira are supported to achieve success. National Certificate in Educational Achievement (NCEA) pathways and formal instruction in English begin in Year 9. A Career Pathways programme begins in Year 11. The retention of tauira, attendance and engagement has led to the offering of alternative programmes with a strong Tūhoe focus. Local experts have been invited to introduce tauira to economic and entrepreneurial opportunities that exist in the rohe. All tauira are supported to gain essential skills such as first aid and driving licences. Wharekura tauira are engaged in their learning.

2 Kura identified areas of development

Expectations for progress and transition are not clearly defined. Kaiako follow a process to ensure information about tauira are passed on to their new kaiako. The kura are trailing a new system which they acknowledge that they have not yet adjusted to and are experiencing some problems. Transition between kura paku, kura takawaenga and the wharekura requires improvement.

Analysis of NCEA standards and reporting of tauira progress and achievement requires improvement. While there are adequate examples of analysis of standards and reporting, this is not consistent. The tumuaki and governance do not provide a forum to discuss these analyses. Better communication and execution of sub-committees will ensure better decision making. Communication between kura leadership and the board requires immediate attention.

Programme evaluation is inconsistent. There is a need to strengthen kura wide expectations for evaluation. Recent innovations to the delivery of teaching need to be evaluated to gauge their effectiveness.

3 Leadership and Internal Evaluation

The tumuaki provides stability for the kura. Strategic goals align to the iwi aspirations to revive te reo o Ruātoki. Whanaungatanga is embedded in all interactions. Leadership at management level fosters a tauira centred, respectful environment. They provide direction to ensure tauira experience an education that is relevant to their iwi, whānau and hapū. Kaumatua and iwi expertise supports tauira learning experiences. There is a focus on building leadership capability with younger staff members and tauira.

Key Next Steps

Governance and management roles and responsibilities require clarification. There are challenges in managing the complexities of whakapapa relationships and governance and management responsibilities. There is a need to establish a functioning board to meet governance and legislative obligations.

The board is not meeting its governance roles and responsibilities. Whilst the board is currently updating policies to align with NKāI, there are key health and safety policies that are outdated.

The appraisal process is incomplete. While a process has been initiated, some kaiako have yet to start their appraisal. There are kaiako that are dissatisfied with a process that does not acknowledge their unique context. It is timely that this matter is resolved to support kaiako practice.

4 Board assurance on legal requirements

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.

Actions required

• The Board provide a safe physical and emotional environment for students and comply with legislation to ensure the safety of students (including prevention of bullying)
  [NAG 5; Health and Safety at Work Act 2015]
• Meets all its obligations including conflicts of interests, to a strategic plan which documents how they are giving effect to the NEGs through their policies, plans and programmes.
  [s 103A Education Act 1989; clause 40(8) Sixth Schedule Ed. Act 989; [NAG 2(a)].

5 Recommendation

ERO and the kura have developed the following recommendation:

• the board seek support from Ngā Kura ā Iwi to address the key next steps identified in this report.

When is ERO likely to evaluate the kura again?

The next ERO evaluation of Te Wharekura o Rūātoki will be within 3 years.

Gloria Takuira

Acting Toka ā-nuku

Te Uepū-ā-Motu - Māori Review Services

17 December 2019

About the Kura

Ngā Whakaaturanga

Ko Te Wharekura o Ruātoki tētahi kura i āta whakaritea ai mō ngā ākonga o ngā tau 1 ki te 15. He pai te whakamahinga o ngā paetae ākonga ki te tāutu i ngā matea ako o ia ākonga, ngā whakawhanaketanga o te hōtaka, me ngā huarahi ka whakatairanga ake i ngā akoranga a ngā ākonga. Ka whakatairanga te marautanga ā-hapori i te ako a ngā ākonga, ā, ka whakanuia tō rātou reo, tō rātou ahurea, me tō rātou tuakiri. E tino tautokona ana te ako a ngā ākonga, ā, he tākare tā rātou whakapuaki i ō rātou whakatutukitanga, ā rātou mahi angitu anō hoki ki te taha o ngā mātua me te whānau.

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru. 

1 Te Horopaki

He aha ngā āhuatanga whai take o tēnei kura, e whai pānga ana ki te akoranga a ngā ākonga?

Ko Te Wharekura o Ruātoki tētahi kura i āta whakaritea ai mō ngā ākonga o ngā tau 1 ki te 15. Mai i te pūrongo o mua a Te Tari Arotake Mātauranga, kua tino piki ake te tatauranga o te rārangi ingoa o te kura. Ka kawe ngā wēne o te kura i ngā ākonga, mai i Kawerau, i Te Teko, ā, i Whakatāne hoki. Kua whakauru ngā whānau i ā rātou tamariki ki tēnei kura, mō te reo me ngā tikanga o Tūhoe, ngā whakapapa, me te aronga ā-Tūhoe o te marautanga.

Kātahi anō te ratonga o Te Uru Taumata ka whakatūngia, ā, kei a rātou te kawenga o te aronga rautaki me ngā whakawhanaketanga ā-iwi o Tūhoe. Kua whakawhanakehia e rātou te ‘Matemate-ā-one’, ā, e tāutu ana tēnei i ngā uaratanga e pou here ana i te Tūhoetanga. Ka hāngai te Matemate-ā-one ki te aronga rautaki mātauranga o Tūhoe. Ka ū pūmau te kura ki aua uaratanga, ā, ka tuituia katoatia ki te marautanga.

I roto i ngā tau e toru kua pahure ake nei, kua rerekē ngā tūnga ki te poari kaitiaki. E ako ana ngā kaitiaki i ō rātou tūranga kāwanatanga, ā rātou kawenga mahi anō hoki, ā, e whakapakari ana hoki rātou i tō rātou āheinga. Ka whai wāhi mātātoa te tumuaki o mua hei mema o te poari kaitiaki.

Nō te tau 2013 te tumuaki i whakatūngia ai. Kua whai wāhi atu ia ki te hōtaka a ngā tumuaki hou, ā, he mātātoa hoki tana whai wāhi atu ki te rōpū mō ngā tumuaki ki te rohe o Tūhoe, me ngā kaupapa mātauranga o te hapori, ā, o te takiwā whānui hoki o Mātaatua. He hononga ā-whakapapa tōna ki te hapori nei, ā, ka arahina, ka tautokona e tēnei hapori i a ia i roto i āna mahi hei tumuaki.

2 Te Ako

He pēhea te kaha o te kura ki te whakamahi i ngā paetae ākonga kia whai hua ake anō ai te whai wāhi, te ahu whakamua, me te eke angitu o ngā ākonga?

He pai te whakamahinga o ngā paetae ākonga hei tāutu i ngā matea ako o ia ākonga, i ngā whakawhanaketanga o te hōtaka, ā, i ngā momo huarahi anō hoki ka whakatairanga ake i ngā akoranga a ngā ākonga.

Ka hāpai te kāhui marau i ngā kaiako ki te tātari i ngā hōtuku ā-akomanga, me te whakamahere i ngā hōtaka e hāngai pū ana ki ngā matea o ngā ākonga. Ka whakawhiti kōrero ngā kaiako mō te ahu whakamua o ngā ākonga i roto i ngā hui ā-rōpū, ā, ki te taha hoki o te kāhui marau. Ka whakamōhio aua whakawhitinga kōrero i te whakawhanaketanga o te hōtaka, puta noa i te kura. Ka noho matua ngā paetae mātauranga o ngā ākonga mō te kura me te whānau.

Ka whai wāhi nui ngā ākonga ki te ako. Kua waihangatia e ngā kaiako ngā taiao akomanga whakahihiri e mau nei i ngā rauemi ako e tika ana. Ka whakahāngai rātou i te hōtaka o ia rā ki ngā matea o ia ākonga, o ia rōpū ākonga hoki. Ka whakamahi ngā kaiako i ngā tino rautaki whakaako ka hāngai pū ki ia ākonga, ā, ka hāpai anō hoki i ā rātou akoranga. Ko te reo matatini me te pāngarau e noho matua ana hei tūāpapa mō ngā akoranga katoa, ā, ka tuituia katoatia puta noa i te hōtaka.

He tākare ngā ākonga ki te whakapuaki i ā rātou akoranga. Ka whakarato ngā kaiako i ia te wā i ngā whai wāhitanga mō ngā ākonga ki te whakapuaki i ā rātou mahi angitu ki te taha o ngā mātua me te whānau. Ko ngā pūrongo mō te ahu whakamua, te whakatutukitanga hoki o ngā ākonga, ka whakatakoto haere i ngā akoranga ā-mātauranga, ā-tinana, ā-tangata, ā-wairua hoki. Ka whakatakoto hoki ngā pūrongo i te ahu whakamua i roto i te ara umanga e whāia ana e te ākonga. Ka noho matua te ako o te katoa o te ākonga. He manawa whakahī tō ngā ākonga mō ā rātou whakatutukitanga.

3 Te Marautanga

He pēhea rawa te whai take o te marautanga a tēnei kura i runga o te whakatītina me tōna tautoko i te akoranga a ngā ākonga?

Ka whakatairanga, ka hāpai hoki te marautanga o te kura i ngā akoranga a ngā ākonga.

He mārama ngā tūmanako marautanga mō ngā ākonga o ngā tau 1 ki te 13. Kua tuituia Te Marau o Tūhoe, Te Marautanga o Aotearoa, te New Zealand Curriculum, me te marautanga o te kura, puta noa i ngā mahere ā-kura. Ka whakanui te kāhui marau i te mahi ngātahi a ngā kaiako, te tirohanga whānui o ngā tuhinga marau, me ngā whakawhitinga kōrero ngaio e arotahi ana ki te whakapai ake i ngā putanga ki ngā ākonga. Ka whai wāhi nui hoki rātou ki te ārahi i te aronga ā-ariā nei ki ngā mahere me te whakatinanatanga o ngā akoranga.

Ka whakanuia te reo, te ahurea, me te tuakiri o ngā ākonga. Ka whai pānga matua te Tūhoetanga ki ngā akoranga a ngā ākonga. Ka tuitui ngā kaiako i ngā mātauranga me ngā hītori o Tūhoe me ngā tikanga o te Hāhi Ringatū ki te hōtaka. Ka kitea ki ngā mahere a ngā kaiako, ko te mita me ngā tikanga o Tūhoe. Ka whakanui te marautanga o te kura i te mana me te whakahirahiratanga o te reo o Tūhoe. Ka whakatinana ngā ākonga i ā rātou akoranga ki te whānuitanga o ngā tūmomo horopaki e hāngai pū ana ki a Ruātoki, ki te marae, ā, ki te hapori whānui hoki. Ko te āta whakamahere e hāpai ana i ngā kaiako ki te whakatutuki i ngā wawata o te whānau, o ngā hapū, o te iwi hoki. Ka ako ngā ākonga ki tētahi taiao e mau nei i te hōhonutanga o te reo.

Ka āta whakaarohia ki ngā mahere marautanga, ko ngā huarahi kei mua tonu i ngā ākonga. Kua whakatinanahia ētahi hōtaka hei hāpai i te whakatau amuamu, hei whāngai i ngā tino pūmanawa, me te reo matatini, te pāngarau hoki, i runga anō i ngā paetae ākonga o te kura whānui. Ka whakamahia ngā pūmanawa o ngā kaiako me ō rātou mōhiotanga ki te marau, hei poipoi i ngā pūmanawa, ngā ngākau nuitanga, me ngā matea o ngā ākonga. Ka ako ngā ākonga mā ngā tūmomo horopaki whānui.

4 Te Rōnakitanga o ngā Mahi a te Kura

He pēhea te āhua o te kura i runga o te rōnakitanga me te whakapakaritanga o āna mahi?

Ka taea e te kura āna mahi te whakapūmau, te whakapakari anō hoki.

Pūrongotia ai ngā paetae me ngā āhuatanga mahi a ngā ākonga i ia te wā. Kua whakamahia aua mōhiohio hei waihanga i ngā hōtaka akoranga e aro nui ana ki ia ākonga, ki ngā matea hoki o ngā rōpū ākonga. Ka whakamahi te kāhui marau i ngā aromātai a ngā kaiako, ngā kōrero urupare a ngā mātua me te whānau, me ngā ratonga o te hapori whānui, ki te whakapakari i ngā whakaritenga puta noa i te kura. E tino tautokona ana ngā ākonga.

Ahakoa e ako ana ētahi o ngā kaitiaki i ō rātou tūranga, ā rātou kawenga hoki ki te kāwana, kei te ū tonu te aronga o tētahi rōpū iti, rōpū mātanga anō hoki ki te ahu whakamua o te kura mō meāke nei, me ngā putanga ki ngā ākonga.

Kua whai wāhi nui te tumuaki ki te whakatakoto i te ahurea pai puta noa i te kura. Ka noho pūmau ia ki te whakapai ake i ngā putanga ako, me te toro atu i ia te wā ki ngā ārahitanga me ngā tohutohu o ngā kaumātua o te hapori nei, mō te ahunga whakamua o te kura ā meāke nei. Ka toro atu ia ki ngā kaiako, te whānau, me ngā pākeke kia whakapuaki ai rātou i ō rātou whakaaro mō te āhua o ngā mahi i te kura, ā, ka aro nui ia ki ngā whakaritenga ka whakapai ake. Ka whakanui ia i te puna mātauranga, te puna mātanga hoki o te kāhui pākeke, me te whakatairanga i tēnei i te kura me tōna hapori.

Ngā wāhanga matua ka whai ake

Kua tāutuhia e ngā kaiārahi matua, e te kāhui marau hoki, mā te aromātai o roto, ko te whakapiki ake i Te Taumata Mātauranga ā-Motu kua Taea, me te whakamahere mō ngā huarahi umanga, ētahi āhuatanga hei whakapai ake. E mōhio ana hoki rātou, ko te mahi ka whai ake nei, ko te whakapiki ake i te reo o ngā ākonga ki te whakawhanaketanga o te marau me ngā mahi aromātai.

Me aro wawe te poari ki te whakaōkawa i ngā tuhinga matua e ārahi ana i te aronga rautaki.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he Tauāki Kupu Tūturu a Te Poari mā te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

• ngā whakahaerenga ā te poari
• te marautanga
• ngā whakahaerenga e pā ana ki te hauora, te haumaru, me te oranga tinana
• ngā whakahaerenga e pā ana ki ngā kaimahi
• ngā whakahaerenga pūtea
• ngā whakahaerenga e pā ana ki 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 ngā paetae 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 e pā ana ki te whakatū kaimahi
• te whakaunu, te aukati, te pana me te whakarerenga
• te tae ā-tinana atu a ngā ākonga ki te kura.

1 Me arohaehae te poari i te tumuaki i ia tau, hei whakatutuki i ngā tūmanako ngaio o Te Matatū Aotearoa mō ngā tumuaki.[s77c Te Ture Kaimahi Kāwanatanga 1998]

Te Whakarāpopototanga

Ko Te Wharekura o Ruātoki tētahi kura i āta whakaritea ai mō ngā ākonga o ngā tau 1 ki te 15. He pai te whakamahinga o ngā paetae ākonga ki te tāutu i ngā matea ako o ia ākonga, ngā whakawhanaketanga o te hōtaka, me ngā huarahi ka whakatairanga ake i ngā akoranga a ngā ākonga. Ka whakatairanga te marautanga ā-hapori i te ako a ngā ākonga, ā, ka whakanuia tō rātou reo, tō rātou ahurea, me tō rātou tuakiri. E tino tautokona ana te ako a ngā ākonga, ā, he tākare tā rātou whakapuaki i ō rātou whakatutukitanga, ā rātou mahi angitu anō hoki ki te taha o ngā mātua me te whānau.

Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te Kura?

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

18 Paenga-whāwhā, 2016

Ngā korero e pā ana ki te kura

Findings

Te Wharekura o Ruātoki is a well-established year 1-15 kura. Student achievement data is used well to identify individual learning needs, programme developments and ways to enhance students’ learning. The local curriculum promotes student learning and their language, culture and identity is emphasised.  Students are well supported as learners and they are enthusiastic about sharing their achievements and successes with parents and whānau.

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

1 Context

What are the important features of this school that have an impact on student learning?

Te Wharekura o Ruātoki is a well-established year 1-15 kura. Since the previous ERO report the school has had a significant roll growth. School vans transport students from Kawerau, Te Teko and Whakatāne. Whānau have enrolled their children for te reo me ngā tikanga o Tūhoe, whakapapa and the Tūhoe focused curriculum.

The newly formed organisation, Te Uru Taumata has responsibility for the Tūhoe strategic direction and iwi developments. They have developed ‘Matemate-ā-one’ which identifies the values that underpin the essence of being Tūhoe. Matemate-ā-one aligns to the Tūhoe education strategic direction. The kura adhere to these values and integrate them throughout the curriculum.

In the last three years there has been changes to the board of trustees. Trustees are learning about their governance roles and responsibilities and building their capability. The previous tumuaki is an active member on the current board of trustees.

The tumuaki was appointed in 2013. He participated in the first time principal programme and is an active member in the Tūhoe principals group and educational forum in the local and wider community of Mātaatua. He has whakapapa links to the local community and receives guidance and support from them in his role as tumuaki.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Student achievement data is used well to identify individual learning needs, programme developments and ways to enhance students’ learning.

The kāhui marau (curriculum leadership team) supports kaiako to analyse classroom data and plan programmes that are responsive to the needs of students. Kaiako discuss student progress in syndicate meetings and with the kāhui marau. These discussions inform school-wide programme development. Students' academic achievement is a priority for the kura and whānau.

Students are engaged learners. Kaiako have created vibrant classroom environments with appropriate learning resources. They focus the daily programme on the individual and group needs. Kaiako use deliberate acts of teaching that target individuals and supports their learning. Literacy and numeracy is considered fundamental to all learning and is integrated throughout the programme.

Students share their learning enthusiastically. Kaiako provide regular opportunities for students to share their success with parents and whānau. Reports about student progress and achievement reflect academic, physical, cultural and spiritual learning. Progress in the identified career pathways for students are included in reports. Students’ holistic learning is important. Students are proud of their achievements.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum promotes and supports student learning.

There are clear curriculum expectations for years 1 -13. Te Marau o Tūhoe, Te Marautanga o Aotearoa and New Zealand Curriculum and the kura curriculum are integrated throughout school-wide planning. The kāhui marau promote kaiako collaboration, oversight of curriculum documents and professional discussions focused on improving student outcomes. They also play a key role in leading a thematic approach to planning and implementation.

Student’s language, culture and identity is emphasised. Tūhoetanga is an integral part of student’s learning. Kaiako integrate Tūhoe knowledge, histories and Te Hāhi Ringatū practices in the programme. Kaiako plans reflect ‘te mita me ngā tikanga o Tūhoe’. The school’s curriculum emphasises the value and importance of te reo o Tūhoe. Students apply their learning in a range of contexts specific to Ruātoki, the marae and wider community. Deliberate planning assists kaiako to fulfil whānau, hapū and iwi aspirations. Students learn in a rich language environment.

Students’ futures are considered in curriculum planning. Programmes have been implemented to support conflict resolution, gifted and talented and literacy and numeracy, based on school-wide student data. Kaiako strengths and curriculum knowledge are utilised to cater for student’s strengths, interests and needs. Students learn in range of contexts.

4 Sustainable Performance

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

The school is able to sustain and improve its performance.

Student achievement and performance is regularly reported. The information has been used to create learning programmes that respond to individual students and group needs. The kāhui marau use kaiako evaluation, parent and whānau feedback and wider community organisations to strengthen school wide practices. Students are well supported.

Whilst some trustees are learning their governance roles and responsibilities, a small, experienced group maintain a focus on the future direction of the school and student outcomes.

The tumuaki has been instrumental in creating a positive culture throughout the school. He is committed to improving student outcomes and regularly seeks advice and guidance from local elders about the future direction of the school. He invites kaiako, whānau and pākeke to share their views about the school performance and is receptive to improving practices. He acknowledges the kāhui pākeke share a wealth of knowledge and experiences that enhance the school and its community.

Key Next Steps

Senior leaders and the kāhui marau, through internal evaluation have identified increasing National Certificates of Educational Achievement (NCEA) and planning for career pathways as areas for improvement. They also accept that increasing student voice in curriculum development and evaluation is also a next step for them.

The board need to give urgent attention to formalising key documents that guide the strategic direction.

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 students' 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. 

1 The board of trustees must annually appraise the principal to comply with the New Zealand Education Council professional expectations for principals.[ s.77C-StateSector Act 1988]

Conclusion

Te Wharekura o Ruātoki is a well-established year 1-15 kura. Student achievement data is used well to identify individual learning needs, programme developments and ways to enhance students’ learning. The local curriculum promotes student learning and their language, culture and identity is emphasised. Students are well supported as learners and they are enthusiastic about sharing their achievements and successes with parents and whānau.

When is ERO likely to review the Kura again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

18 April 2016 

School Statistics