Review 16 January 2019

Latest

Ngā Whakaaturanga

1 Te Horopaki

Kei Harataunga Te Kura Kaupapa Māori o Harataunga e tū ana, he āhua tekau kiromita atu i te tāone o Waiaua. Ko Te Aho Matua te tikanga whakaaro i te kura, ā, e whakarato ana i te mātauranga rumaki reo Māori ki ngā ākonga o ngā tau 1 ki te 8. Ko te kura tētahi āhuatanga nui o te papakāinga o Harataunga. He tino hononga ā-iwi tō ngā ākonga me te whānau ki a Ngāti Porou. Kua whakatinanahia puta noa i te kura, ko te hōtaka e kīia nei, ko te Feuerstein Instrumental Enrichment (FIE), ā, he kaupapa tēnei e whakatairanga ana i te kōkiri a te ākonga i a ia anō, ā, i tōna tū takitahi anō hoki.

2 Te Tino Uaratanga

He pēhea rawa te whakaatu a ngā ākonga i tō rātou tūmāia ki te papakāinga o tō rātou kura?

He māia, he pakari hoki te ako a ngā ākonga ki te papakāinga o tō rātou kura.

Te Ira Tangata

Ka whai takohanga ngā ākonga mō rātou anō, ā, mō ētahi atu hoki. E whakatairanga ana te whānau i ngā mātāpono o Te Aho Matua, ā, kua whakatinanahia ngā tino tūmanako e pā ana ki ngā mahinga me ngā whakaritenga ki ngā akomanga. Ka whakatītina te whānau i te whakaute, te manaaki, me te ngākau aroha ki ngā ākonga. Ka whakatauira rātou i te whakawhanaungatanga e ahu mai ana i te aroha me te awhi. Ka kitea ki ngā ākonga tō rātou māhaki, tō rātou manawanui anō hoki i a rātou e whakahonohono atu ana ki ō rātou hoa me ngā pakeke. Ka āta whakaarohia ngā whakawhitinga o ngā ākonga tēina. E poipoia ana ō rātou waiora i a rātou e waia haere ana ki tō rātou taiao ako hou. Ka whai whakaaro nui ngā ākonga, ā, ka mahi ngātahi hoki. Ka ngākau nui ngā ākonga ki te whakapuaki i ā rātou whakatutukitanga me ō rātou whakaaro ki te taha o ētahi atu. Ka whakanuia e ngā kaimahi me te whānau, ko ngā whakamātau a ngā rōpū, a ia ākonga hoki. Ka kitea ki ngā ākonga tō rātou whakaaro nui ki te manaakitanga.

Te Reo

E whakawhanake ana ngā ākonga i te māramatanga ki te reo Māori. E kōrerohia ana te reo Pākehā ki te nuinga o ngā kāinga o ngā ākonga. Ko te kaha whakatauira mai o ngā kaiako i te reo Māori, ko te tāruarua o ngā kōrero, me te waia haere o ngā ākonga ki ngā tūmomo hanganga reo e hāpai katoa ana i te whakawhanaketanga reo Māori o ngā ākonga. He akoranga reo anō e whakaratohia ana mā ngā ākonga e te kaitakawaenga o te FIE. He pakari ngā ākonga tuākana ki te whakawhiti kōrero mā te reo Māori ki waenga i a rātou anō, ki ngā pakeke hoki. He ngākau titikaha ō rātou ki te pātai me te whakawero i a rātou anō, ā, i ngā pakeke hoki. E rapu huarahi ana te whānau ki te whakapakari ake i ngā āheinga reo o ngā ākonga, hei āta whakatau i tā rātou whai hua tonu i tā rātou whakawhitinga atu ki te wharekura. Kei te mārama ngā ākonga tēina i ngā tohutohu, ngā pātai, me ngā whakawhitinga kōrero i roto i te reo Māori. Ka āta whakarite te whānau i te taetae atu, i te whai wāhi atu hoki o ngā ākonga ki ngā kaupapa i te marae. Ka rongo ngā ākonga i te reo ōkawa e whakapuakihia ana i te paepae. Kei te riro i ngā ākonga ngā pūkenga ki te whakawhitiwhiti whakaaro mā te reo Māori.

Ngā Iwi

Ka kitea ki ngā ākonga ō rātou manawa whakahī ake ki ō rātou hononga ā-iwi, ā-hapū hoki. He hononga ā-whakapapa tō ngā mema o te whānau. E pou here ana te whanaungatanga i ngā hononga ki roto i te papakāinga o tō rātou kura. E hāpai ana te whānau i ngā ākonga ki te ako i te hītori me ngā tino pou whenua whakahirahira o Harataunga me tōna hapori whānui tonu. Ko te taetae atu ki te marae, ko te manaaki hoki i ngā manuhiri e hāpai ana i ngā ākonga ki te whakatutuki i tō rātou tū hei tangata whenua. E kite atu ana rātou i ngā kawa me ngā tikanga o te iwi ki te marae. Ka kite atu ngā ākonga i ngā ariā o te manaaki, te awhi, me te tautoko i a rātou e whakatau ana i ngā manuhiri ki tō rātou wāhi. Ka mōteatea, ka haka, ka waiata hoki ngā ākonga i ngā waiata me ngā haka o tō rātou iwi. Ka taea e ngā ākonga ō rātou whakapapa te whakamārama, ā, ka whakanui hoki rātou i ngā whakapapa o ētahi atu. He hononga tō te kura me te papakāinga ki te marae. Ka whakanuia e ngā ākonga tā rātou whai wāhi nui ki te hapori me te iwi.

Te Ao

Whakatewhatewha ai, tūhura ai hoki ngā ākonga i tō rātou taiao māoriori i ia te wā. Ka ako rātou i ngā hītori o tō rātou papakāinga, ā, ka tūhura rātou i ngā āhuatanga e pā ana ki te taiao o Harataunga. He whai wāhitanga mō ngā ākonga ki te āta tūhonohono hei kaitiaki o te moana, te ngahere, ngā awa, me te whenua. Ka ako ngā ākonga i te whai pānga o te taiao ki tō rātou ao i Harataunga. Nā te hangarau mōhiohio ngā ākonga e whakawhānui ana i ō rātou mōhiotanga ki te ao kei tua atu i Harataunga. Ka rangahau, ka pūrongo hoki ngā ākonga tuākana i ā rātou kaupapa e whakaatu ana i tō rātou māramatanga ki ngā take ā-ao. E mōhio ana ngā ākonga ki ngā take taiao e whai pānga ana ki tō rātou hapori, ā, ki tua atu anō hoki. Ka pakari haere te whai whakaaro nui o ngā ākonga ki ētahi atu, ā, ka kitea anō hoki ō rātou ngākau aumangea mā te hōtaka o FIE. Ka taea e rātou te whakapuaki, te whakaatu hoki ō rātou whakaaro me ō rātou āwangawanga e hāngai ana ki ngā kaupapa o ngā iwi taketake. Ka noho pākiki, ka whakatewhatewha hoki ngā ākonga ki te ako.

Āhuatanga Ako

E whai wāhi mātātoa ana ngā ākonga ki ngā akoranga. E hāpai ana te ahurea o te kura i te kaha o ngā ākonga ki te ū ki te mahi mō ngā wā roroa. Kei te whai wāhi mātātoa ngā ākonga kōhungahunga (arā, ko ngā tau 1 ki te 4) mā te whakarōpū i a rātou ki ngā rōpū whakaako e hāngai pū ana ki ō rātou matea. Ka whiriwhiri rātou i ā rātou ake rauemi ako me ā rātou ake taumahi ako. E hāpaitia ana te ākonga taiohi (arā, ko rātou katoa o ngā tau 5 ki te 8) ki te whakahaere i a ia anō me te kōkiri i tāna ake ako. Mahi nahanaha ai rātou i ia te wā ki te taha o te kaitakawaenga FIE ki te whakawhanake i ō rātou pūkenga whakaaro, ā, ki te āta whakapuaki hoki i tēnā e whakaarohia ana, e rangona ana hoki e ō rātou hinengaro me ō rātou whatumanawa. He pakari tā rātou whakamahere haere i ā rātou wātaka ako o ia rā. Ka whakamana, ka tautoko hoki te whānau i ngā akoranga a ngā ākonga. Ka hāpai rātou i ngā ākonga ki te whai i ō rātou ake ngākau nuitanga me te whakaraupapa i ā rātou whiringa i ngā wā ako. Kua kitea e te whānau te tino pikitanga ake o te takohanga o ngā ākonga mō rātou anō i ō rātou kāinga. Ka whakatinana ngā ākonga i ngā rautaki FIE i ākona ai i te kura ki ō rātou ake kāinga. He ngākau titikaha ō ngā ākonga ki te kōkiri i ā rātou akoranga.

3 Te Arotake Whaiaro me te Ārahitanga

He auau te arotake whaiaro, puta noa i te nuinga o ngā wāhanga whakahaere i te kura. Ko ētahi o ngā wāhanga e pūrongotia ana, ko ngā rawa me te tiaki rawa, ngā whāinga o te hapori, ngā hiahia whakawhanaketanga ngaio, ngā pūtea, te marau, me te tikanga whakaaro a te kura. Kua whakatakotohia tētahi tirohanga rautaki me tētahi mahere, ā, e whakaraupapa ana i ngā kaupapa matua o te kura, i runga anō hoki i ngā wawata o te whānau me ngā mātāpono o Te Aho Matua. Kua arotakengia ngā kaupapa here e te whānau.

E arotahi ana ngā kaiārahi ki ngā rautaki e whakatutuki ai i ngā tino painga mō ngā ākonga. E whakamanahia ana te tumuaki whakaako e te whānau. E hāpaitia ana ia e tētahi kaiāwhina, ā, kua whakangungutia hei kaiwhakahaere mō te hōtaka FIE. E takune ana, kia mātau haere te katoa o ngā kaimahi me te whānau ki ngā tikanga me te whakapuakitanga o te FIE, hei hāpai i te ako me te eke angitu o ngā ākonga.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Kāhore anō te whānau kia whakapuaki i tētahi tukanga arohaehae auau e whakahāngaitia ai ki ngā tikanga matatika me ngā paerewa a te Matatū Aotearoa. I te tau 2016 te arohaehae o mua a te tumuaki, ā, kāhore anō ētahi atu o ngā kaimahi kia oti te huarahi arohaehae. He mea matua te arohaehae haere i ngā kaimahi.

Tērā ētahi atu āhuatanga o ngā mahi whakahaere a te whānau hei whakapakari ake, kia pai ake ai te kounga whānui tonu o te arotake whaiaro ki te kura. Ko ētahi o aua āhuatanga, ko te whakakaha ake i te taetae me te whai wāhi atu ki ngā hui ā-whānau, ko te āta tuhi haere i ngā whakataunga me ngā putanga i ngā hui ā-whānau, ā, ko te whai anō hoki i tētahi mahere ā-tau hei āta whakaū i te aro wawe ki ngā mahi matua me te whakatutukitanga o aua mahi.

Ahakoa he mahere mātauranga tā ia ākonga, he mea nui kia tirohia e ngā kaimahi te whānuitanga o ngā ākonga, hei tāutu i ngā tauira me ngā ia puta noa i te kura, mō ngā whakatutukitanga i roto i te roanga o te wā. Ka whakatairanga tēnei i ngā tukanga a te whānau e whakatau ai i ngā huarahi papai ki te hāpai i ngā ākonga i ia tau.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari 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 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 ki te whakatū kaimahi
te whakaunu, te aukati, te pana me te whakarerenga
te tae ā-tinana atu a ngā ākonga ki te kura.

Kia tutuki i te whānau ā rātou herenga ā-ture, me tahuri ki te:

whakatinana i tētahi pūnaha auau e arohaehae ai i ngā kaimahi katoa, ā, e whai ratonga ai hoki mā ngā kaimahi katoa.
[s77c Te Ture Kaimahi Kāwanatanga 1998; Te Kahiti o Aotearoa me ngā Kirimini ā-tōpū mō te Whiwhi Mahi e whai pānga ana]

5 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia tahuri te whānau ki te:

āta whakarite i te whakatutukitanga me te whakapūmautanga o ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei whakawhanake ake i roto i ngā whakaritenga e pā ana ki te kāwana me te whakahaere o te kura.

Te Whakarāpopototanga

E tū ana Te Kura Kaupapa Māori o Harataunga ki te hapori o Harataunga ki Waiaua. Kei te tūmāia, kei te pakari hoki ngā ākonga ki te papakāinga o tō rātou kura. E whakatakoto ana ngā kaimahi me te whānau i te hōtaka ako o Feuerstein Instrumental Enrichment (FIE), ki te taha tonu o Te Aho Matua. He auau te arotake whaiaro, puta noa i te nuinga o ngā wāhanga whakahaere o te kura, ā, e arotahi ana ngā kaimahi ki te whakatutuki i ngā tino painga mō ngā ākonga.

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 o Te Kura Kaupapa Māori o Harataunga i roto i ngā tau e toru, arā, ko Te Rākeitanga.

Charles Rolleston Toka ā-nuku

16 Kohitātea, 2019

Ngā Kōrero e pā ana ki te kura

Te tūwāhi

Kei Harataunga, ki Waiaua

Te tau a te Tāhuhu o te Mātauranga

1773

Te tūmomo kura

He kura tuatahi (Tau 1 ki te 8)

Te tokomaha o ngā ākonga o te kura

Te ira tangata

Kōtiro 9

Tama tāne 9

Ngā hononga ā-iwi

Māori

100%

Ngā āhuatanga motuhake

Te Aho Matua

Te wā i te kura te rōpū arotake

12 Whiringa-ā-rangi 2018

Te rā o tēnei pūrongo

16 Kohitātea, 2019

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga Te Aho Matua

Kohi-tātea 2015

Haratua 2013

Pipiri 2008

Findings

Te Kura Kaupapa Māori o Harataunga is located in Kennedy Bay, Coromandel. Students are confident and capable learners in their kura papakāinga. The staff and whānau are embedding the Feuerstein Instrumental Enrichment (FIE) learning programme alongside Te Aho Matua. There is regular self review across most areas of operations within the kura and staff are focused on achieving positive outcomes for students.

The next ERO review of Te Kura Kaupapa Māori o Harataunga will be in three years – Te Rākeitanga – Expansion Evaluation.

1 Context

Te Kura Kaupapa Māori o Harataunga is located in Kennedy Bay which is approximately 10 kilometres away from the Coromandel township. Te Aho Matua is the founding philosophy of the kura which provides Māori medium education for students from Years 1 to 8. The kura is considered a significant part of the papakāinga in Harataunga. Students and whānau have strong iwi connections to Ngāti Porou. The Feuerstein Instrumental Enrichment (FIE) programme has been implemented across the kura and promotes self-efficacy and independence in students.

2 Te Tino Uaratanga

How well do students show confidence in their kura papakāinga?

Students are confident and capable learners in their kura papakāinga.

Te Ira Tangata

Students accept responsibility for themselves and others. The whānau promote the principles of Te Aho Matua and have implemented clear expectations for classroom routines and practice. Whānau foster respect, care and empathy in students. They model relationships based on aroha and awhi. Students demonstrate humility and tolerance while establishing meaningful relationships with their peers and adults. Transitions for the younger students are well considered. Their wellbeing is nurtured as they become accustomed to a new environment of learning. Students are considerate and cooperative. Students enjoy sharing their achievements and thoughts with others. Group and individual efforts are acknowledged by staff and whānau. Students display an ethic of care.

Te Reo

Students are developing an understanding of te reo Māori. Most students come from English-speaking homes. Consistent role modelling of te reo Māori by the kaiako, repetition and familiar language structures support students’ te reo Māori development. Additional language learning support is provided for students by the FIE mediator. Older students comfortably speak to each other and adults in te reo Māori. They confidently question and challenge each other and adults. The whānau seek ways to build language capability for students to ensure success as they transition into wharekura. Younger students understand instructions, questions and conversations in te reo Māori. The whānau ensure students attend and are involved in activities on the marae. Students are exposed to formal language used on the paepae. Students are acquiring skills to communicate in te reo Māori.

Ngā Iwi

Students exhibit personal pride in their links to iwi and hapū. Whānau members are connected through whakapapa. Whanaungatanga underpins relationships within their kura papakāinga. The whānau enable students to learn about the history and significant landmarks within Harataunga and surrounding areas. Regular visits to the marae and hosting of manuhiri support students to fulfil their roles as tangata whenua. They are exposed to iwi-specific kawa and tikanga of the marae. Students observe the concepts of manaaki, awhi and tautoko as they welcome visitors to their place. Students chant mōteatea, perform haka and sing waiata that are specific to their iwi. Students can explain their genealogy and acknowledge those of others. The kura and papakāinga are an extension of the marae. Students acknowledge their place within the community and iwi.

Te Ao

Students regularly investigate and explore their natural environment. They learn about the history of their papakāinga and explore aspects of the environment in Harataunga. Opportunities are provided for students to make meaningful connections as kaitiaki to the moana, ngahere, awa and whenua. Students learn about how nature influences their lives in Harataunga. Information technology enables students to extend their knowledge of the world outside of Harataunga. Older students carry out research and report back on their projects to demonstrate their understanding of global issues. Students are aware of environmental issues on a local and wider scale. Students build empathy for others and show resilience through the FIE programme. They are able to express and present their ideas and concerns related to indigenous issues. Students are curious and investigative learners.

Āhuatanga Ako

Students are actively engaged in learning. The culture within the kura supports students to work for sustained periods of time. Kōhungahunga students (Years 1 to 4) are actively engaged in targeted group teaching. They choose their own learning resources and activities. Taiohi students (Year 5 to 8) are supported to be self-managing and self-directed learners. They regularly work alongside with the FIE mediator to develop their skills to think and express clearly what they are thinking and feeling. They confidently plan their learning timetable for the day. Whānau affirm and support students’ learning. They enable students to follow their interests and prioritise their choices during learning. Whānau members note significant improvement in how well students take responsibility for themselves at home. Students apply FIE strategies learnt at the kura into their homes. Students confidently lead their learning.

3 Self-Review and leadership

There is regular self review across most areas of operations within the kura. Areas of reporting include property and maintenance, community goals, professional development needs, finances, curriculum, and the kura philosophy. A strategic vision and plan is in place which outlines kura priorities aligned with whānau aspirations and the principles of Te Aho Matua. Policies have been reviewed by the whānau.

Leaders are focused on strategies to achieve positive outcomes for students. The teaching tumuaki is well respected by the whānau. She has the support of a kaiāwhina who is a trained facilitator for the FIE programme. It is intended that all staff and whānau become skilled in the philosophy and delivery of FIE to support students’ learning and success.

Kura-identified areas of development

The whānau have not implemented a regular appraisal process which aligns to the current codes and standards set by the Teaching Council. The tumuaki was last appraised in 2016 and other staff have yet to complete an appraisal cycle. It is critical that staff are appraised regularly.

There are other aspects of whānau whakahaere that can be strengthened to improve the overall quality of self review in the kura. These include increasing attendance and participation at whānau hui, clearly documenting decisions and outcomes from whānau hui, and following an annual plan to ensure timely attention and completion of key tasks.

While each student has an individual education plan, it is important for staff to look across all students to identify kura-wide patterns and trends relating to achievement over time. This will enhance decision-making processes by the whānau about how best to support students from year to year.

4 Whānau assurance on legal requirements

Before the review, the board of trustees and principal 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 review, 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.

In order for the whānau to meet compliance requirements, they must:

implement a system of regular appraisal and provision for all employees.
[s77c State Sector Act 1988 New Zealand Gazette and relevant Employment Agreement]

5 Recommendation

ERO recommends that the whānau:

ensure the areas for development identified in this report are addressed and embedded within the governance and management practices of the kura.

Conclusion

When is ERO likely to review the kura again?

The next ERO review of Te Kura Kaupapa Māori o Harataunga will be in three years – Te Rākeitanga – Expansion Evaluation.

Charles Rolleston Toka ā-nuku

16 January 2019

Information about the Kura

Location

Kennedy Bay, Coromandel

Ministry of Education profile number

1773

Kura type

Full Primary (Year 1-8)

Kura roll

Gender composition

Girls 9

Boys 9

Ethnic composition

Māori

100%

Special features

Te Aho Matua

Review team on site

12 November 2018

Date of this report

16 January 2019

Most recent ERO report(s)

Pupuketanga Review

Te Aho Matua Review

January 2015

May 2013

June 2008

Read the full report on ero.govt.nz →

TKKM o Harataunga