Te Kura o Matapihi

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 Kura o Matapihi ki te hapori o Matapihi, e pā tata atu ana ki Maunganui. Kua whai wāhi atu te kura ki te tōpūtanga o Ngā Kura ā Iwi o Aotearoa , ā, e whakarato ana i te mātauranga rumaki reo Māori ki ngā uri o ngā tau 1 ki te 8. Nō nā noa nei te taha wharekura i whakatūngia ai, ā, kei raro aua akoranga i te maru o tētahi atu kura. Koia nei te wā tuatahi kua tū te tumuaki ki tōna tūranga, ā, he hou anō hoki te nuinga o te rōpū ārahitanga ki ō rātou tūranga. 

3 Te Aronga o te Aromātai

He pēhea rawa te whakaatu mai a ngā uri i tā rātou whai mana motuhake me tā rātou whai mātauranga?

Kāhore ngā uri katoa e eke ana ki ō rātou tino pūmanawa ki te whai mana motuhake me te whai mātauranga. 

4 Ngā Whakaaturanga

Ka aro nui ngā kaitiaki poari ki te whakarato i te taiao ako e hāpai ana i te eke angitu o te uri. Kei te mātātoa te tū me te whakapau werawera mō te hapori o te kura. Kei te pakari te māramatanga o ngā kaitiaki tautōhito ki ō rātou tūranga me ā rātou kawenga mahi. Kua taunga ki a rātou te whiwhi i ngā pūrongo matawhānui e pā ana ki te ahu whakamua me ngā whakatutukitanga o ngā uri, ā, i ngā wā e tika ana, ka uia ngā pātai e ārahi ai i ā rātou whakataunga. Ka whai wāhi atu ngā wawata o te whānau ki te aronga rautaki o te kura, ā, ka ārahi ngā kaumātua i ngā tikanga. Ko ngā whakataunga kāwana, te whai wāhi atu, me ngā whakahaeretanga i te kura, e whakatairanga katoa ana i te whakapai tonutanga. Ka tautoko ngā kaitiaki i te toro atu o ngā kaimahi ki te whakawhanaketanga ngaio me te ako ngaio. He tino pou tautoko ngā kaitiaki tautōhito mō ngā mema hou o Te Poumarumaru, ā, ka ārahi hoki i te tumuaki. Ka toro atu ngā mema hou ki ngā whakangungu me te whakawhanaketanga ngaio o Te Whakarōpūtanga Kaitiaki Kura o Aotearoa me Ngā Kura ā Iwi o Aotearoa. 

E whakatairangatia ana te tautoko i te whakawhanaketanga me te angitu o ngā uri, mā te kaha hāpai ā-rauemi nei i ngā hōtaka whakaako me ngā hōtaka ako. Ka whakaraupapa ngā kaitiaki i ngā kaupapa me ngā whāinga rautaki i te wā ka riro i a rātou ngā hōtuku me ngā mōhiohio tika e pā ana ki ngā ākonga. Ka whakaaro nuitia te ako me te angitu o ngā uri. 

E whanake tonu ana te hōtaka o te wharekura, mā te ārahitanga o Te Wharekura o Mauao. E whakaraupapa ana te kī taurangi i ngā tūmanako e pā ana ki te whakahaeretanga me ngā whakaritenga. Mō te tau tīmatanga o te wharekura, e tautokona ana ngā uri o te tau 9 me te tau 10 e ngā kaiako tokorua, ā, e whakariterite ana rāua i ngā uri mō ngā huarahi o Te Taumata Mātauranga ā-Motu kua Taea. E tohu ana ngā hōtuku o Te Taumata Mātauranga ā-Motu kua Taea, i whiwhi te nuinga o ngā uri i te Taumata 1 me te Taumata 2 mō te reo Māori. Whakamōhiotia ai ngā whānau i ia te wā, mō te ahu whakamua o ngā uri, me te huarahi e whāia ana e te wharekura. Kei te eke angitu aua uri i roto i te mātauranga. 

Ngā Whakaritenga Matua ka whai ake

Me titiro wawe ki te ahu whakamua me ngā paetae a ngā uri i roto i te reo matatini. E tohu ana ngā hōtuku reo matatini i te mutunga o te tau 2023, i te iti ake o te 50% o ngā uri i ngā tau 1 ki te 8, e whakatutuki ana, kei runga ake rānei i te taumata marau e tika ana. Tāpiri atu ki tēnā, e tohu ana ngā hōtuku paetae i te heke i roto i ētahi wāhanga, mai i te tīmatanga o te tau 2023. Kei te whakamōrea i te angitu o ngā uri i roto i te mātauranga. 

Me titiro wawe ki te ārahitanga. Me pakari te ārahi i te ako me te marau puta noa i te kura, hei hāpai i ngā whakapaitanga ki te whakaako me te ako. Ahakoa kei ia kāhui ā-reanga ētahi kaiārahi, kāhore he aratohu ā-kura, he tūmanako ā-kura rānei, kia kounga kairangi ai te ārahitanga, te whakaako, te whakamahere, me te aromatawai. Nā tēnā, he rerekē te āhua o ngā mahere me ngā aromatawai puta noa i te kura, ā, kāhore i te riterite te kounga o ngā whakaakoranga. Ka whai pānga tēnā ki ngā tōrite e pupū ake ana ki te whai wāhi atu a ngā ākonga, ā, ki ngā paetae hoki. Ahakoa kua tae atu ngā kaiārahi me ngā kaiako ki te whānuitanga o ngā tūmomo akoranga e pā ana ki te ako ngaio me te whakawhanaketanga ngaio, ko ngā mahi whakaako tētahi āhuatanga hei whakapai tonu. Mā te waihanga i tētahi taiao whakaako e whakatairanga ana i te whakaaro huritao me te mahi ngātahi e arotahi ana ki te whakapiki ake i ngā paetae, ā, e arahina ana ki te ārahitanga ako kaha, ka hāpai ake i te whakapaitanga ake me te rōnakitanga o ngā putanga ki ngā uri. 

Hei āhuatanga tonu o te whakahou ake i te marau ā-kura, me hakune ake, me whai whakaaro ake ngā kaiārahi me ngā kaiako ki te āhua tonu o ā rātou mahi e whakatinana ai i te mātauranga umanga mō ngā uri o ngā tau 7 ki te 10, ā, mō ngā reanga tuakana ake hoki. 

Me whakapakari ake ngā kaiārahi me ngā kaiako i ō rātou āheinga ki te āta whakamahi i ngā mōhiohio aromatawai kia whai hua ai. Ko te aroturuki ake i te ahu whakamua o ia uri, ka whakatūturu i ngā whakaaro o ngā kaiako ki te ahu whakamua o ngā uri, i roto i te wā e tika ana mō tā rātou eke angitu. Me pai ake hoki te whakamahinga o ngā kaiārahi i ngā mōhiohio paetae, kia whakaratohia ai ngā pūrongo ki ngā kaitiaki i te wā e tika ana, me te tohu i ngā tūāhuatanga kua ahu whakamua me ngā tūāhuatanga tōrite. Ka hāpai tēnā i te whakatakoto haere me te aroturuki i ngā taumata ā-tau e arotahi ai ki te kōkiri i te ahu whakamua me ngā paetae o ērā o ngā uri hei āta hāpai ake. 

Me whakapakari ake i te aromātai o roto. Ahakoa kua whakamahia e te whānau ngā ratonga o School Docs mō ā rātou kaupapa here me ā rātou tukanga, me whakakoia ngā kaiārahi o te kura mā te arotake whaiaro, i te ārahitanga o ngā kaupapa here i ngā whakaritenga o ia rā. Me hāngai pū te aronga o ngā kaiārahi ki te arotake i te whakatinanatanga o ngā tukanga me ngā whakaritenga, i runga anō i te āhua o ngā kaupapa here. Ko te whakapai ake i te arotake whaiaro, ko te whakamahi nahanaha i te aromātai o roto kia whai hua ai, ka hāpai i te noho mōhio o ngā kaiārahi ki te whai huatanga o ā rātou mahi ki te whakarato i tētahi taiao haumaru ā-tinana, ā-whatumanawa hoki, me te āhua hoki o te marau me ngā mahi whakaako ki te tautoko i te ahu whakamua me ngā whakatutukitanga o ngā uri. 

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.

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

• arotake i te tumuaki i ia tau, mā ngā paerewa ngaio katoa e pā ana ki ngā tumuaki 
  [Te Kāhiti o Aotearoa me ngā Kirimina ā-tōpū mō te Whiwhi Mahi e whai pānga ana]
• whakatinana i ngā mahere ohotata, tae atu ki te whakamahere mō ngā urutā, ngā tukanga ohotata me ngā tukanga hōneatanga, ngā tukanga noho rāhui, me ngā tukanga whakamōhio e pā ana ki te haepapa manaaki ākonga 
  [National Civil Defence Emergency Plan Order 2015; Good practice]
• whakatutuki i ā rātou takohanga e pā ana ki te tū o tētahi puna kaukau ki te kura. 
  [Te Ture mō te Hauora me te Haumaru i te Mahi 2015]

6 Te Taunakitanga

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

• toro mātātoa atu ki te tautoko o ngā ratonga o waho, tae atu anō hoki ki Ngā Kura ā Iwi o Aotearoa, ki te whakatutuki i ngā whakaritenga matua i whakaraupapahia ai ki tēnei pūrongo kia whāia. 

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

16 Haratua, 2024

7 Ngā kōrero e pā ana ki te kura

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 Kura o Matapihi is on the Matapihi peninsula near Mount Maunganui. The kura is part of the Ngā-Kura-ā-Iwi organisation and provides total immersion education for uri from Years 1-8. A wharekura unit has recently been established, it is a satellite class affiliated to another kura. A first time tumuaki and most of the leadership team are new to their roles. 

3 Evaluation Focus

How well do uri demonstrate they are intellectually and academically independent? 

Not all uri are reaching their potential to be intellectually and academically independent.

4 Findings

Trustees have an emphasis on providing a learning environment conducive to uri success. They actively represent and serve the kura community. Experienced board members are confident in their understanding of their roles and responsibilities. They expect to receive insightful reports about uri progress and achievement and when necessary, will ask questions to guide their decision-making. Whānau aspirations inform the strategic direction of the kura, while kaumātua guide tikanga. Governance decision making, engagement and kura operations promote improvement. Trustees support staff to access professional development and learning. Experienced trustees provide strong mentorship for newer members of the poumarumaru, and guidance for the tumuaki. New members access the New Zealand School Trustees Association and Ngā Kura-ā-Iwi training and professional development. 

Support for uri development and success is promoted through generous resourcing of teaching and learning programmes. Trustees prioritise projects and strategic goals when provided with accurate student data and information. Uri learning and success is considered. 

The wharekura programme continues to evolve with the guidance of Te Wharekura o Mauao. A memorandum of understanding outlines management and operation expectations. In the inception year of wharekura, uri in years nine and ten are supported by two kaiako who prepare them for their National Certificates of Educational Achievement (NCEA) pathways. The NCEA data shows that most uri achieved Levels 1 and 2 in Te Reo Māori. Whānau are regularly informed of uri progress and of the future direction of the wharekura. These uri are becoming academically successful.

Key Next Steps

Overall uri progress and achievement in literacy requires urgent attention. The end of year data for 2023 in te reo matatini shows that less than 50% of uri in Years 1–8 achieved at or above the appropriate curriculum level. Additionally, achievement data shows a decline in some areas since the start of 2023. Uri academic success is compromised.

Leadership requires urgent attention. Strong pedagogical and curriculum leadership is needed across the kura to guide improvements in teaching and learning. While there are leaders assigned to kāhui year clusters, there are no school-wide guidelines or expectations for high quality leadership, teaching, planning or assessment practices. Consequently, planning and assessment across the kura is variable and the quality of teaching is inconsistent. This contributes to disparities in student engagement and achievement levels. While leaders and kaiako have attended an array of professional learning and development courses, teaching practice continues to require improvement. Creating a highly reflective and collaborative teaching environment focused on lifting achievement levels and guided by strong pedagogical leadership, should support improved and sustainable outcomes for uri. 

As part of the refresh of the marau ā kura, leaders and kaiako need to be more deliberate and considerate in how they will implement careers education for uri in Years 7-10 and above.

Leaders and kaiako need to build their capability to use assessment information effectively. Monitoring the progress of individual uri better, will give kaiako confidence that uri are progressing at the rate necessary for them to achieve success. Leaders also need to use achievement information better to provide timely reports to trustees on where progress is made, and where disparities occur. This will assist with setting and monitoring annual targets focused on accelerating the progress and achievement of those uri that require this. 

Internal evaluation needs strengthening. While the kura has used the services of School Docs regarding policies and procedures, kura leaders need to be assured, through self-review, that policies guide day-to-day practice. Leaders need to prioritise reviewing the implementation of procedures and practices against their policies. Improving self-review and using systematic internal evaluation effectively, should assist leaders to know how well they provide a safe physical and emotional environment and how the curriculum and teaching practices support uri progress and achievement. 

5 Te Poumarumaru Assurance on Legal Requirements

Before the evaluation, the board of trustees and tumuaki completed the ERO Te Poumarumaru Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to: 

• board administration 
• curriculum 
• management of health, safety and welfare 
• personnel management 
• financial management 
• asset management. 

During the evaluation, ERO checked at 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 
• processes for appointing staff 
• stand-downs, suspensions, expulsions and exclusions 
• attendanace 
• school policies in relation to meeting the requirements of the Children’s Act 2014. 

Actions for Compliance 

To meet compliance requirements, they must: 

• annually assess the tumuaki against all the professional standards for principals 
  [New Zealand Education Gazette and relevant Employment Agreement].  
• implement emergency plans, including pandemic planning emergency/evacuation procedures, lockdown procedures and notification procedures for duty of care for students.
  [National Civil Defense Emergency Plan Order 2015; Good practice]
• meet their obligations for having a swimming pool at school.
  [Health and Safety at Work Act 2015]

6 Recommendation

ERO and the tumuaki developed the following recommendation:

• to actively seek support from external agencies, including but not limited to Ngā Kura-ā-Iwi to address the key next steps outlined in this report.

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

16 May 2024

7 Information about the kura