TKKM o Huiarau

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, ngā hapū me ngā iwi.

2 Te Horopaki

E tū ana Te Wharekura o Huiarau ki te whārua taratahi o Ruatāhuna. Kua roa nei e noho ngoikore ana ngā putanga mātauranga ki ngā ākonga o ngā tau 1 ki te 13. He kaikōmihana ki te kura, nā te rīhainatanga o ngā mema katoa o te poari i te tau 2022. I whakatakoto anōtia te aronga arotake nei, kia hāngai ai ki ngā take matatini i tautuhia puta noa i te arotakenga, me te maha hoki o ērā e tāwēwē tonu ana nō ngā tau o mua.  

3 Te Aronga o te Aromātai

He pēhea rawa te tautoko atu i ngā ākonga ki te ako?

Kāhore i te rawaka te kounga o te mātauranga e whakaratohia ana mā ngā ākonga. Kāhore ngā ākonga e tautokona ana, e whakakipakipahia ana rānei kia ako.

4 Ngā Whakaaturanga

E āwangawanga tonuhia ana te kāwana i te kura, ā, he wawaotanga ā-ture i te kura. E mahi ana te kaikōmihana ki taha o te rōpū tohutohu nō te hapori, ki te rapu i ngā rongoā mō te maha o ngā take nunui kua roa nei e whai pānga ana ki te kura. He iti noa te whakawhiti kōrero, te whakawhiti whakaaro hoki ki te whānau. Nā tēnā, kāhore anō ngā wāhanga matua kia whakatutukihia, pērā i te whakawhanaketanga ngātahi o tētahi tirohanga rautaki, aronga rautaki hoki. Kāhore anō ngā wawata o te hapori kia whakatinanahia. He whāiti te arotake whaiaro ka hāpai i te whakatau whakaritenga me te whakawhanaketanga o ngā wāhanga hei whakapai ake, ā, nā tēnā kua roa nei e ngoikore ana te kāwana me te whakahaere i te kura. He āwangawanga te angitu me te waiora o ngā ākonga.

Kua whakawhanakehia ngā pūnaha, ngā kaupapa here, me ngā tukanga e pā ana ki te kāwana me te whakahaere, me ngā tūmanako o te kura whānui, ā, kua rite ki te whakatinana. Engari, me matawhānui, me whai aronga hoki te hōtaka ki te whakapakari ake i te āheinga o te hapori, hei whakariterite mō ngā pōtitanga o te poari ā meāke nei.

He whāiti ngā mōhiotanga me te tautōhito o te rōpū ārahi. Kāhore i te rawaka te ārahitanga, te tautoko, me te tohutohu i ngā kaimahi. Ko te ngoikore o te ārahitanga ngaio me te whakahaeretanga ngaio ka pā tōraro ki ngā whakahaeretanga o ia rā me te kounga o te mātauranga e whakaratohia ana mā ngā ākonga. Kāhore ngā kaupapa here me ngā tukanga e whāia ana, ā, he āhuatanga tēnei e whakamōrearea ana i te hauora me te haumaru o ngā ākonga. Tē taea e ngā ratonga o waho te whakapā atu ki te kura, ki te whakarato i te tautoko me ngā whakangungu ka whakatairanga ake i te kounga o te mātauranga me te atawhai. I roto i ngā tau e rima kua pahure ake nei, kua mimiti haere ngā whakawhitinga kōrero me ngā hononga whai hua e tika ana a te hapori whānui ki te kura.

Kāhore i te rawaka te kounga o te whakaako me te ako. Ahakoa te kaha o te ū pūmau, te ngākau nuitanga, me te hiahia nui o ngā kaiako ki te ako, me whai wawe rātou i te ārahitanga ngaio. Tāpiri atu ki tēnā, he tokomaha o rātou kua whiwhi noa i te tiwhikete whakaako tōmua, e whai tonu ana rānei i te tohu whakaako. Kāhore rātou e āta tautokona ana ki te whakatairanga ake i tō rātou mōhiotanga ngaio me ā rātou whakaritenga ngaio. He uaua ki ngā ratonga whakawhanaketanga ngaio o waho te whakarato i te tautoko e hiahia wawetia ana. Me whakapakari ake i te mōhiotanga me te āheinga o ngā kaiako i roto i te whakamahere, te aromatawai, me te aromātai o ngā kaupapa matua o te marau. Tāpiri atu ki tēnā, ka whai hua ngā kaimahi mā te whakangungu me te whai wāhi atu ki ngā rautaki whakaako me ngā whakaritenga whakahaere whanonga o te wā. Kei te tino pā tōraro ki ngā akoranga a ngā ākonga.

Ahakoa kua whakaemihia ngā paetae ākonga, kāhore e taea te whakatūturu te tika me te whai huatanga o aua tuhinga. Ko tā ngā hōtuku e tohu ai, kāhore ngā paetae ākonga e eke ana, ā, he tokomaha ngā ākonga kei raro i ngā taumata paetae e tūmanakohia ana. Kāhore te tātari o ngā raraunga taketake e āta whakatakoto ana i te tino tirohanga ki tēnā e tika ana hei mahi mā ngā kaiako, hei aronga matua rānei mā rātou. Nā te ihupuku o ngā kaiako, nā te iti hoki o ō rātou māramatanga, tē taea e rātou ngā matea ako o ngā ākonga te āta poipoi.

Kāhore i te rawaka te tautoko i ngā ākonga e mau ana i ngā matea ako. Kāhore ngā aronga whakaako e whai hua ana, ā, kāhore he putanga e whai hua ana ki ngā ākonga. Kāhore ngā ākonga e whiwhi ana i ngā whai wāhitanga ki te āta whakatutuki i ō rātou pitomata.

Ngā Whakaritenga Matua ka whai ake 

He ngoikore te kounga o te mātauranga o ngā ākonga. Me whakatutuki wawe i ngā āwangawanga i tautuhia ai ki tēnei pūrongo.

Me āta aro atu ki te whakatau i te:

• noho haumaru o ngā ākonga, ā-aronganui, ā-tinana hoki

• ahu whakamua o ngā ākonga i roto i tētahi marau e aro nui ana ki ērā o ō rātou pūmanawa, ō rātou ngākau nuitanga, me ō rātou matea i tautuhia ai

• whakaratonga o te tino tautoko ā-huarahi whai oranga ki ngā ākonga o ngā tau 7 piki ake, hei hāpai i te whai mōhiotanga o ngā ākonga i roto i ā rātou whakataunga mō ngā huarahi umanga kei mua i a rātou

• kaha akiaki me te tautoko o ngā whakaritenga i te taetae atu a ngā ākonga ki te kura mō te mōkito wā o te 90%

• whakatutukitanga o tētahi arotakenga matawhānui o ngā whakaritenga kaiako, hei tautuhi i ngā akoranga ngaio e tika ana mā ngā kaimahi

• tino whai hononga o te whānau o te kura me te hapori, ā, ka mahi ngātahi hei painga mō te angitu o ngā ākonga

• hāngaitanga o te kāwana me te whakahaere ki ngā wawata o te whānau, o te hapū, me te iwi

• whakapaitanga ake o te kounga o te ārahitanga ngaio

• noho mārama o ngā whakawhitinga kōrero ki ngā kaimahi, te hapori, me ngā ratonga o waho, i roto hoki i te wā e tika ana.  

5 Te Whakatau ki ngā Wāhanga Tautukunga

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.

Ngā āhuatanga hei whakatutuki i ngā herenga ā-ture

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

• whakarato i tētahi taiao haumaru – ā-tinana, ā-whatumanawa hoki – mō ngā ākonga, tae atu ki te ārai me te pūrongo atu i te tūkino tamaiti, me te ārai hoki i ngā mahi whakawetiweti
  [s127 (1) me te (2) Te Ture Mātauranga me te Whakangungu 2020]

• 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 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 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]
• whakatau -mō ngā kaiako me ngā kaimahi e mahi ana ki te taha o ngā ākonga whai kaha - i tō rātou tino māramatanga ki ngā matea ako o aua ākonga, ā, i ngā wā e tika ana, me whakatakoto anō hoki i ngā pūnaha tautoko e hāngai pū ana ki ngā matea ake o ia tamaiti
  [Te Rautaki Whai Kaha i ngā Kura o Aotearoa]
• whakarato i te mātauranga umanga me te ārahitanga umanga e tika ana mō ngā ākonga katoa o ngā tau 7 piki ake, ā, me aro nui hoki ki te āta ārahi i te whai umanga o rātou ngā ākonga i tautuhia ai e te kura mō te puta pea i te kura me te kore rite ki te whakawhiti atu ki te mahi, ki ētahi atu kaupapa mātauranga, kaupapa whakangungu rānei.
  [s103 Te Ture Mātauranga me te Whakangungu 2020]
• āta whakatau i te whai oranga me te haumaru o ngā ākonga kei ngā wāhi ki tua atu i te kura
  [s117 (5) Te Ture Mātauranga me te Whakangungu 2020]
• āta whakarato i te ārahitanga me te tautāwhi e tika ana ki ngā ākonga
  [s103 Te Ture Mātauranga me te Whakangungu 2020]
• whakatinana i ngā tukanga mō te whakahaeretanga o ngā tūāhuatanga mōrearea i ngā haerenga o te kura me te mātauranga kei tua atu i te akomanga
  [Ngā Herenga ā-Ture mō te Hauora me te Haumaru i te Mahi – Ngā Aratohu EOTC]
• whakatakoto i ngā whakaritenga pūrongo e tutuki ai ngā hiahia o te poari, kia tuhia, kia aroturukitia, kia whāia hoki te kore tae mai a te ākonga ki te kura
  [s36 Te Ture Mātauranga me te Whakangungu 2020, Te Ture Education School Attendance 1951]
• āta whakatau i te whakatutukitanga o ngā tukanga katoa me ngā whakaritenga katoa e pā ana ki te whakaunu, te aukati, te whakarerenga me te pana o tētahi ākonga, i runga anō i ngā tohutohu i whakaputaina ai e te Tāhuhu o te Mātauranga
  [s78 ki te 89 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 me te whakatinana i ngā mahere ohotata, tae atu ki te whakamahere mō ngā urutā, ngā tukanga ohotata me ngā tukanga hōneatanga, ngā tukanga nohonga rāhui, me ngā tukanga whakamōhio e pā ana ki te haepapa manaaki ākonga
  [National Civil Defence Emergency Plan Order 2015; Good practice]
• whakatinana i ngā whakaritenga e tika ana mō te whakahaeretanga o ngā pūmanawa tāngata, tae atu ki te rēhitatanga o ngā kaitono katoa ka tū ki ngā tūranga whakaako, me te whiwhinga o rātou e whakaako ana i te tūranga whakaako whai-herenga
  [s599/600, s93 (1) Te Ture Mātauranga me te Whakangungu 2020]
• whakawhanake me te whakatinana i tētahi tukanga pakari e aromatawai ai i te āhua mahi o ngā kaiako, tae atu ki te tumuaki whakaako
  [s599 Te Ture Mātauranga me te Whakangungu 2020; me te Kirimina ā-tōpū mō te Whiwhi Mahi]
• whakatau i te āheinga o te poari ki te whakahaere me te whakatutuki i āna mahi me āna whakahaeretanga mā te whai kawenga ki te taha pūtea
  [s27(2)(c) Public Finance Act 1989; s152 Te Ture Mātauranga me te Whakangungu 2020]
• āta whakatau i te whakaraupapatanga o ngā koha ā-pūtea katoa, me te whakamahinga o aua koha mō te pūtake i tukua ai.
  [s159 Te Ture Mātauranga me te Whakangungu 2020; s167 Crown Entities Act]

6 Te Taunakitanga

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

• whakahaere tonu te kaikōmihana i te kura – mā te tautoko hoki o te rōpū tohutohu nō te hapori – me te whakatika i ngā wāhanga kōhukihuki e whakamōrearea ana i te noho haumaru o ngā ākonga. Ka whai wāhi hoki ki tēnei tūāhuatanga, ko te tautoko wawe i ngā kaimahi katoa, kia pai ake tō rātou āheinga ki te whakarato i te mātauranga o te kounga kairangi ki ngā ākonga katoa.

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

27 Pipiri, 2023

7 Ngā kōrero e pā ana ki te Kura

Te tūwāhi	Kei Ruatāhuna
Te tau a te Tāhuhu o te Mātauranga	1748
Te tūmomo kura	He kura hiato (Tau 1-15)
Te tokomaha o ngā ākonga o te kura	77
Ngā hononga ā-iwi	Māori 100%
Ngā āhuatanga motuhake	Kura Motuhake
Te wā i te kura te rōpū arotake	Poutū-te-rangi 2023
Te wā o tēnei pūrongo	27 Pipiri 2023
Ngā pūrongo o mua a Te Tari Arotake Mātauranga	Arotake Mātauranga, Pipiri 2018 Arotake Mātauranga, Pipiri 2015 Arotake Tāpiri, Here-turi-kōkā 2010

1 Introduction

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

2 Context

Te Wharekura o Huiarau is situated in the remote valley of Ruatāhuna. It has a history of poor educational outcomes for students in Years 1-13. There is a commissioner in place as all members of the board of trustees resigned in 2022. This review focus was reframed to respond to the complex issues identified throughout the review, many of which remain unresolved from previous years.

3 Evaluation Focus

To what extent are students supported to learn?

The quality of education provided to students is inadequate. Students are not supported or motivated to learn.                                                   

4 Findings

School governance remains a concern as statutory intervention is in place. The commissioner is working with a community reference group (CRG) to find solutions for the many serious long-standing issues facing the kura. Communication and consultation with whānau has been limited. As a result, key areas like developing an agreed strategic vision and direction have not occurred. Community aspirations have not been realised. Self-review to support decision making and developing areas for improvement is limited and this has led to a history of poor governance and management. Student success and well-being is a concern.

Governance and management systems, policies and procedures and schoolwide expectations are developed and ready for implementation. However, there also needs to be a comprehensive and focused programme for building community capability in preparation for future board elections.

The leadership team have limited knowledge and experience. Staff are not receiving adequate guidance, support, or advice. Poor professional leadership and management impacts negatively on the day-to-day operations and the quality of education provided to students. Policies and procedures have not been followed and this places students' health and safety at risk. External agencies are unable to access the kura to provide support and training to improve the quality of education and care. Over the past five years there has been a decline in effective and relevant communication and connection with the kura, by the wider community.

The quality of teaching and learning is inadequate. Although kaiako are highly committed, passionate and open to learning they urgently need strong professional leadership. In addition, many of them are either provisionally registered or in the process of pursuing teaching qualifications. They have not been adequately supported to improve their professional knowledge and practice. External professional development providers have found it difficult to provide the support that is urgently required. There is a need to build kaiako knowledge and capability in the planning, assessment, and evaluation of core curriculum areas. In addition to this, staff would benefit from training and exposure to more up to date teaching strategies and behaviour management practices. Student learning is seriously disadvantaged.

While achievement data has been gathered there is no assurance that it is valid or reliable. It shows that students are under achieving with a significant number of students below expected achievement levels.  The analysis of raw data does not provide sufficient insight into what teachers need to do, or where they need to focus. Given the lack of experience and understanding the kaiako are not equipped to respond to the learning needs of students.

Students with identified additional learning needs are not being provided with adequate support. Teaching approaches are ineffective and have not resulted in positive outcomes for students. Students are not provided with opportunities to fulfil their potential.

Key Next Steps

The quality of education for students is poor. There is an urgent need to address the concerns identified within this report with urgency.

Priority must be given to ensure:

• students are emotionally and physically safe

• students progress well in a curriculum responsive to their identified strengths, interests and needs

• the provision of strong pastoral support in Year 7 and above to assist students to make informed decisions about career pathways

• students with additional learning needs are adequately and appropriately supported

• practices encourage and support students to attend kura for at least 90% of the time

• a comprehensive review of teacher practice is undertaken to identify and professional learning requirements for staff

• the kura whānau and the community are closely connected, and work collaboratively in the interests of student success

• governance and management reflect the aspirations of the whānau, hapū and iwi

• the quality of professional leadership is improved

• communication is clear and timely with staff, community and external agencies.

5 Board Assurance on Legal Requirements

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.

Actions for Compliance

To meet compliance requirements, they must:

• provide a safe physical and emotional environment for students including preventing and reporting child abuse, and the prevention of bullying
  [Section 127(1) and (2) Education and Training Act 2020]

• 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 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]

• ensure teachers of students with disabilities, and other contact staff, have a sound understanding of the learning needs of these students, and where necessary put in place support systems centred on each individuals needs
  [NZ Disability Strategy in Schools]

• 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 103 Education and Training Act 2020]

• ensure the welfare and safety of students in off-site locations
  [Section 117 (5) Education and Training Act 2020]

• provide students with good guidance and counselling
  [Section 103 Education and Training Act 2020]

• implement risk management procedures for school trips and education outside the classroom
  [Health and Safety at Work Legislation – EOTC Guidelines]

• 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]

• ensure all procedures and practices relating to the stand-down/suspension/exclusion and/or expulsion of any student are implemented in accordance with the guidance issued by the Ministry of Education
  [Sections 78 to 89 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]

• develop and implement emergency plans, including pandemic planning emergency/evacuation procedures, lockdown procedures and notification procedures for duty of care for students
  [National Civil Defence Emergency Plan Order 2015; Good practice]

• ensure suitable human resource management practices are implemented, including all applicants appointed to teaching positions being registered and those employed to teach are holders of a limited authority to teach
  [Section 599/600, section 93(1) Education and Training Act 2020]

• develop and implement a robust process for assessing the performance of teachers, including any teaching tumuaki
  [Section 599 Education and Training Act 2020; and Collective Employment Agreement]

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

• ensure that all financial gifts are appropriately accounted for and applied to the purpose for which they were given.
  [Section 159 Education and Training Act 2020; section 167 Crown Entities Act]

6 Recommendation

ERO and the Commissioner developed the following recommendation:

The commissioner, with support from the community reference group, continue to manage the school to remediate urgent areas that compromise student safety. This includes the immediate support for all staff so that they are better equipped to provide a high-quality education to all students.

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

27 June 2023

7 Information about the Kura

Location	Ruatāhuna
Ministry of Education profile number	1748
Kura type	Composite (Years 1-15)
Kura roll	77
Ethnic composition	Māori 100%
Special features	Kura Motuhake
Review team on site	March 2023
Date of this report	27 June 2023
Most recent ERO report(s)	Education Review, June 2018; Education Review, June 2015; Supplementary Review, August 2010;