TKKM o Te Koutu

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, me ngā hapori ki te whakatakoto i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i ngā whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.

2 Te Horopaki

“Pakiaha titikaha, he karamata whitikia e te rā.”

E tū ana Te Kura Kaupapa Māori o Te Koutu ki Rotorua, ā, e whakarato ana i te mātauranga o Te Aho Matua ki ngā ākonga o ngā tau 1 ki te 13. Whai muri i te arotake o mua a Te Tari Arotake Mātauranga i te tau 2012, kua pā ngā rerekētanga nui ki te kāwanatanga i te kura, ki te ārahitanga, ā, ki te whakawhanaketanga marau hoki ki te kura. Ka whai wāhi atu hoki ki taua tūāhuatanga, ko te whakatū i tētahi tumuaki hou me tētahi tumuaki tuarua hou.

3 Te Aronga o te Aromātai

He pēhea rawa te whakatauira mai o ngā ākonga i tō rātou tū hei raukura e whakatinana ana i ngā tūmanako me ngā wawata o ō rātou whānau, ō rātou hapū, me ō rātou iwi ?

Ka oke ngā ākonga ki te eke ki ngā taumata angitu i tautuhia ai mā rātou e ō rātou whānau, ō rātou hapū, me ō rātou iwi.

4 Ngā Whakaaturanga

E rumakina ana ngā ākonga ki te hōhonutanga o te taiao ako reo. Ka rongo rātou i ngā tino tauira o te reo, mai i ngā kaiako katoa me te tini o ngā whānau, ngā kaumātua, me ngā mema o te hapori o roto i te kura, ā, ki tua atu hoki. He māhorahora te rere o te reo Māori ki waenga i ngā ākonga katoa, o ngā reanga katoa, ā, ka āta rongo hoki i te whai wāhi nui mai o te ako i te reo ā-iwi o Te Arawa. E hāpai ana ā rātou hōtaka i tā rātou āta whakawhanake i te whakamahinga tika o te reo Māori ki ngā horopaki ōkawa me ngā horopaki ōpaki. He wawata hoki tō te whānau o te kura kia mātau ngā ākonga ki te kōrero i te reo Pāniora. Kua whakatūngia e ngā kaiārahi tētahi kaiako hou ki te whakapakari ake i taua wāhanga ako reo. He ngākau titikaha ō ngā ākonga ki te whakawhiti kōrero mā te reo Pāniora me te reo Māori.

E hāpaitia ana te whakawhanaketanga o ngā ākonga i ngā hononga me te whakawhanaungatanga ki te taha o ētahi atu. Kua whakapakarihia e ngā kaiārahi ngā hononga o te kura ki a Ngāti Whakaue me te hapori whānui. E noho pūmau ana ngā ohu whakahaere ki te kōkiri i tētahi marau e whakakoia ana, e whakapūmau ana hoki i ngā hononga o te kura ki a Te Arawa. Kua waihangatia tētahi pūkete raukura, ā, ko te pakari o te tuakiri hei uri o Te Arawa kei tōna tūāpapa. Ka whakatutukihia ngā haerenga hei whakapūmau i ngā hononga ki a Te Arawa me ētahi atu iwi. He kanohi kitea rātou ki ngā huihuinga me ngā kaupapa o te hapori, ā, he kaha ngā kaumātua ki te taetae atu ki te kura me te whakapuaki hoki i ō rātou mātauranga. He manawa whakahī tō ngā ākonga ki te whakapuaki i ō rātou tuakiri me ō rātou tūrangawaewae.

Ko ngā wheako a ngā ākonga, e hāpai ana i a rātou ki te tū pakari hei uri o Te Arawa i a rātou e toro whānui atu ana ki te ao, ā, ka tūmāia rātou ki te tangongitanga o ngā tūmomo horopaki. Ka kōkiri ngā kaiako i ngā whai wāhitanga mō ngā ākonga ki te whakatewhatewha me te tūhura i tō rātou taiao ake, ā, ki tua atu hoki. Ka whakamahia te hangarau, puta noa i te kura, hei hāpai i ngā akoranga, ā, hei toro atu hoki ki ngā whai wāhitanga ako tūturu i Aotearoa whānui, ā, i ngā whenua hoki e kōrero ana i te reo Pāniora. Mā te whānuitanga o ngā tūmomo horopaki, ka ākina ngā ākonga kia whakatewhatewhangia, kia kōkirihia hoki ō rātou mōhiotanga me ō rātou māramatanga. He ngākau titikaha, he mahira, he pākiki hoki ngā ākonga mō te ao whānui.

He nui ngā tūmanako o ngā kaiako me te whānau mō ā rātou tamariki. Ka āta whakamihi, ka āta akiaki hoki rātou i ngā ākonga kia eke rātou ki tua atu i te mōkito noa o ngā paetae. Ka kitea ki ngā paetae, kei te rongo ngā ākonga o ngā reanga katoa i te angitu. Ka āta poipoia ērā o ngā ākonga hei āta hāpai ake. He tokomaha ngā ākonga e eke ana ki tua atu i ngā paetae ā-motu i ngā Taumata 1-3 o Te Taumata Mātauranga ā-Motu kua Taea me te Tiwhikete Whakauru Whare Wānanga. E āta poipoia ana ngā pūmanawa o ngā ākonga ki te ārahi. E tūmanakohia ana kia whakahihiko, kia whakahaere hoki ngā ākonga tuākana i a rātou anō, ā, kia tahuri atu ngā ākonga tēina ki te whai kawenga ake me te whakawhanake i tō rātou tū takitahi i a rātou e tupu ana. E whakaakona ana aua pūmanawa mā ā rātou hōtaka akoranga, ā, mā te tautoko o ngā tuākana i ngā tēina ki roto, ki waho hoki i ngā wā ako o te kura. E whai wāhi atu ana te kaunihera ā-ākonga, te hōtaka mō muri i te kura, me te hōtaka ā-hararei ki te whakapakaritanga ake o ngā ākonga i ngā pūkenga ki te ārahi. Ka kitea te ngākau nui me te hiahia nui o ngā ākonga ki te ako.

Kua whakatakotohia tētahi tino aronga nahanaha ki te āta whakatō i ngā whakaritenga papai puta noa i te kura. Ka whakamihia e te whānau te kaha o ngā kaiārahi o te kura ki te noho rāhiri me te whakakotahi i te katoa. Kua mahi te poari ki te taha o te whānau ki te waihanga i tētahi mahere rautaki hei ārahi i te aronga me te whakawhanaketanga o te kura. E toro atu ana ngā kaimahi ki ngā whānau kia whai wāhi nui ai rātou ki ngā kaupapa i te kura. Ko te mahi ngātahi me te āta whakapuaki i ngā whakaritenga ā-pūmanawa ngā tino tūāpapa matua e whakapakari ake ai i ngā āheinga ki te ārahi. He tūmanako anō hoki mō te haere tonutanga o te ako ngaio me te tupu ngaio o ngā kaimahi katoa. E tino whai hononga ana tēnei ki ngā tukanga e pā ana ki te arohaehae i ngā kaimahi me te tautoko. Kua whakaritea ngā tūnga ārahi hei hāpai i te pīkau a ia kaiārahi i ngā kawenga mahi. Kua āta tautuhia ngā tūnga ārahi me ngā kawenga mahi. Kua whakapakarihia ngā whai wāhitanga mō ngā ākonga ki te ārahi, ā, e whai pānga nui ana ngā whakaaro o ngā ākonga ki ngā whakataunga o ngā whakapaitanga.

Kei te mārama ngā kaitiaki o te poari i te whai huatanga o te arotake whaiaro i ia te wā, ā, ka āta whakarite rātou i te whakatutukitanga o ngā herenga katoa e pā ana ki ngā kaupapa here me ngā ture. Arotakengia ai e te poari i ia te wā, ko ngā whakaritenga katoa me ngā tuhinga katoa o te kura. E āta whakatō ake ana ngā mātāpono o Te Aho Matua ki ngā take katoa o te kura, pērā i ngā kaupapa here, ngā tukanga, ngā tuhinga, ngā whakaritenga, ngā hononga tāngata, me ngā mahere rautaki. Kua whakapuakihia ngā wānanga hei huarahi ki te whakaemi i ngā whakaaro me ngā kōrero urupare a ngā kaimahi, te whānau, me ngā hapori, kia whai wāhi atu ai ō rātou whakaaro ki ngā whakataunga. E whai pānga nui ana te arotake whaiaro ki ngā tino putanga ki ngā ākonga.

Ngā Whakaritenga Matua ka whai ake

He maha ngā kōkiritanga hou kāhore anō kia whakatōngia ki ngā whakaritenga i te kura. Ko ētahi o aua kōkiritanga e hāngai ana ki te aroturukitanga me te pūrongo i ngā putanga o te marau ā-kura, me te waihanga i ngā rauemi aromatawai me ngā whakaritenga aromatawai e whai pānga ake ai ki ngā wawata o Te Aho Matua, otirā, o Te Arawa me Ngāti Whakaue hoki.

5 Te Whakatau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e te whānau me te tumuaki he Tauāki Kupu Tūturu a te Whānau 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 aromātai, 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 ki te whakatū kaimahi;
• te whakaunu, te aukati, te pana me te whakarerenga; me
• te tae ā-tinana atu a ngā ākonga ki te kura.

6 Ngā Taunakitanga

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

• whakaritea ngā tukanga e whai pānga ana ki te aroturukitanga me te pūrongo i ngā putanga o te marau ā-kura, me te waihanga i ngā rauemi aromatawai me ngā whakaritenga aromatawai kia whai pānga ake ai ki ngā wawata o Te Aho Matua, otirā, o Te Arawa me Ngāti Whakaue hoki.

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

09 Pipiri, 2021 

7 Ngā Kōrero e pā ana ki te kura

Kura Te Aho Matua	Te Kura Kaupapa Māori o Te Koutu
Te tūwāhi	Kei Rotorua
Te tau a te Tāhuhu o te Mātauranga	1153
Te tūmomo kura	Te Aho Matua
Te tokomaha o ngā ākonga o te kura	255
Te ira tangata	Kōtiro    124 Tama     131
Ngā hononga ā-iwi	Māori	100%
Ngā āhuatanga motuhake	Te Aho Matua
Te wā i te kura te rōpū arotake	Paenga-whāwhā 2021
Te wā o tēnei pūrongo	9 Pipiri 2021 2021
Ngā pūrongo o mua a Te Tari Arotake Mātauranga	Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga	Pipiri 2013 Pipiri 2007 Whiringa-ā-rangi 2002

1 Introduction

The Education Review Office, whānau, leaders and communities have collaborated to provide evaluation insights that foster improvement, identify progress and build evaluation capability.

2 Context

“Pakiaka titikaha, he karamata whitikia e te rā.”

Te Kura Kaupapa Māori o Te Koutu is in Rotorua and provides Te Aho Matua education for students in Years 1 to 13. Since the last ERO review in 2012, the kura has experienced some significant change to governance, leadership and curriculum development. This includes the appointment of a new tumuaki and tumuaki tuarua.

3 Evaluation Focus

How well do students demonstrate they are high achievers who exemplify the hopes and aspirations of their whānau, hapū and iwi?

Students strive to achieve the successes defined for them by their whānau, hapū and iwi. 

4 Findings

Students are immersed in rich environment for language learning. They are exposed to strong models of te reo from all kaiako and many whānau, and kaumatua and community members within and beyond the kura grounds. Students of all ages converse naturally in te reo Māori reflecting the strong emphasis placed on learning Te Arawa dialect. Their programmes support them to explicitly develop correct use of te reo Māori, for both formal and informal contexts. The kura whānau also aspire for students to be proficient speakers of Spanish. Leaders have appointed a new kaiako to strengthen this language learning area. Students confidently converse in Spanish and te reo Māori.

Students are supported to develop connections and relationships with others. Leaders have strengthened kura relationships with Ngāti Whakaue and the wider local community. The ohu whakahaere are committed to progressing a curriculum that affirms and maintains kura connections to Te Arawa. A graduate profile has been created based on a strong Te Arawa identity. Student excursions are undertaken to reinforce connections to Te Arawa and other iwi. They are visible at local hui and events and kaumātua are frequent visitors and contributors to the kura. Students proudly express who they are and where they are from.

Students learning experiences support them to be Te Arawa-centric global citizens who are confident in a wide range of contexts. Kaiako facilitate opportunities for students to investigate and explore within and beyond their local environment. Technology is used kura-wide to support learning and gain access to authentic learning opportunities across Aotearoa and in Spanish speaking countries. Through a variety of contexts, students are encouraged to question and challenge their knowledge and understanding. Students are confident, inquisitive and curious about the wider world.

Kaiako and whānau have high expectations of and for their children. They meaningfully praise and encourage students to achieve beyond minimum requirements. Achievement information shows that students of all ages are experiencing success. Those requiring additional support are well catered for. Many Students are achieving above the national level in NCEA Levels 1-3 and University Entrance.  Students’ leadership qualities are intentionally fostered. Senior students are expected to motivate and manage themselves and younger students to increasingly take responsibility and develop independence as they mature. These qualities are taught through their learning programmes, with tuākana supporting teina in and outside kura hours. The student council and after school and holiday programmes helps students to build skills for leadership. Students show a passion and desire to learn.

A deliberate and planned approach has been taken to embed positive practices across the kura. Whānau appreciate the welcoming and inclusive nature of kura leaders. The Board of Trustees has worked with whānau to create a strategic plan to guide kura direction and development. Staff are engaging and involving whānau in kura activities. Collaboration and strengths-based practices are key platforms for building leadership capability. There is an expectation that professional learning and growth will be ongoing for all staff. This is closely linked to staff appraisal and support processes. Leadership positions have been created to support enactment of the distributive leadership model. Leader roles and responsibilities clearly defined. Student leadership opportunities have been strengthened and student opinion informs decisions for improvement.

Trustees understand the benefit of regular self-review and ensure all policy and legislative requirements are met. The board undertakes regular review of all kura practices and documentation. Te Aho Matua principles are being further embedded into all kura matters, such as policies, procedures, documentation, practices, relationships and strategic planning.  Wānanga have been introduced as a method of collating staff, whānau and community input and feedback to inform decision making.  Self-review contributes to positive outcomes for students.

Key Next Steps

There are a number of new initiatives that have yet to be embedded in kura practices. These include monitoring and reporting on local curriculum outcomes and designing assessment tools and practises that better reflect Te Aho Matua and Te Arawa/Ngāti Whakaue aspirations.

5 Assurance on Legal Requirement

Actions for Compliance

Before the evaluation, the whānau and Tumuaki completed the ERO Whānau 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 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.

6 Recommendation

 ERO and the whānau developed the following recommendation:

• establish processes to include monitoring and reporting on local curriculum outcomes and design assessment tools and practises that better reflect Te Aho Matua and Te Arawa/Ngāti Whakaue aspirations.

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

9 June 2021

7 Information about the Kura

Location	Rotorua
Ministry of Education profile number	1153
Kura type	Te Aho Matua
Kura roll	255
Gender composition	Female 124 Male      131
Ethnic composition	Māori	100%
Special features	Te Aho Matua
Review team on site	April 2021
Date of this report	9 June 2021
Most recent ERO report(s)	Education Review Education Review Education Review	June 2013 June 2007 November 2002