TKKM o Waiuku

1. He Whakamārama

He Kōrero Whakataki

E aromātai ana te arotake Te Aho Matua i te kounga o te mātauranga e whakawhiwhia ana ki ngā ākonga, me te whakahaere a te poari ki te whakarato i ngā ratonga mātauranga.

Ka tino whai hua ki te whānau te pūrongo i te aromātai e whakaatu mai ana i ngā painga ake i ngā akoranga o ngā ākonga, i te wā e whakarato ana ngā pūrongo i ngā tino mōhiohio e pā ana ki ngā putanga hua ki ngā ākonga.

Ngā Kōrero e pā ana ki te kura

Te tūwāhi

Kei Waiuku

Te tau a te Tāhuhu o te Mātauranga

3102

Te tūmomo kura

He kura tuatahi

Te tatauranga hapori ōhanga

5

Ngā kaiako: mai i te rārangi ā-kura ētahi atu te maha o ngā kaiako

2 1.7 2

Te rārangi ā-kura

14

Ngā hononga ā-iwi

Māori 14

Te ira tangata

Tama tāne Kōtiro

Ngā āhuatanga motuhake

He kura kaupapa Māori Te Aho Matua

Te wā i te kura te rōpū arotake

Paenga-whāwhā 2012

Te rā i whakamanahia ai tēnei pūrongo

Pipiri 2012

Ngā pūrongo o mua a te Tari Arotake Mātauranga

Arotake Mātauranga, Here-turi-kōkā 2008 Arotake Whakapūmau, Mahuru 2004 Arotake Whakapūmau, Mahuru 2001

2. Te Whakarāpopototanga Te Aho Matua

Kia waia te tamaiti ki tōna ake ao kātahi

Kia eke, eke panuku

Eke, eke Tangaroa

Ā tōna wā ka puta māia atu ki te ao whānui

Ko te pupuri me te tiaki i te reo me ngā tikanga o Ngāti Te Ata e pou here tonu ana i ngā akoranga me ngā whakaakoranga ki Te Kura Kaupapa Māori o Waiuku. Ko ngā roto, ngā awa, me te moana e pā tata ana ki te kura, ngā tino rauemi e hāpai ana i tēnei kura ki te kōkiri tonu i tōna kaupapa motuhake, tōna marautanga motuhake anō hoki, ara, ko Ākona mā te wai. Nā ēnei arawai, ka whai kiko, ka whai pūtake anō hoki ngā wheako mō ngā ākonga me tō rātou whānau, hei ako, hei whakamana, hei kaingākau. He hiahia tō rātou ki te tiaki i ēnei mō ngā rā kei te heke mai.

Ka ako ngā ākonga me tō rātou whānau i te whakahirahiratanga o ngā wāhi, ngā kōrero, ngā tikanga tuku iho, me ngā tupuna e whai pānga ana ki tō rātou whenua. Ko te kaitiakitanga tētahi āhuatanga nui o ngā akoranga a ngā ākonga. He mātātoa tā rātou whai wāhi atu ki te mau pūmau i ngā kaupapa e pā ana ki te iwi o Tainui me te Kīngitanga.

I whakaritea e te whānau ko ngā wāhanga oĀkona mā te waio 2012, te arotahi o te kaupapa aromātai mō tēnei arotake. Ko ngā putanga nā te arotake whaiaro i ia te wā, e hāngai ana ki te haere tonutanga o ngā matea o ngā ākonga mō te whakawhanaketanga o te reo Māori. Ko te reo matatini, te pāngarau, te noho haumaru ki te wai, me te whakareri mō te whakataetae waka ama, ētahi wāhanga e whakatutuki haere ana te kura i tēnei wāhanga o te tau. Ko te Paimārire ngā karakia i ia rā, ā, e whai pānga ana tēnei ki te kaupapa e pā ana ki te Kīngitanga.

E whakahaerehia ana te kura i raro i ngā mātāpono o Te Aho Matua. Ka kitea ngā mātāpono nei, ki te noho pūmau o te whānau, ngā kaiako, me te iwi ki te whakarato i ngā whai wāhitanga akoranga o te kounga pai mō ngā ākonga. E noho pūmau ana Te Aho Matua ki ngā tirohanga o te kura, ā, ka kitea ki ngā whakaritenga katoa.

Ka tūhura, ka whakawhanake ngā ākonga i te reo, ā, ka whakamahi rātou i te reo o Ngāti Te Ata.

Ka ako ngā ākonga i te mana whenua, me te ahi kā o Ngāti Te Āta.

Ka whakawhanake ngā ākonga i ngā hinengaro e māhorahora ana, e ngākau nui ana, e pākiki ana.

Ka whakawhanake ngā ākonga i tētahi māramatanga ki tō rātou tūnga hei kaitiaki o tō rātou taiao.

Ka whakaatu ngā ākonga i te manawa whakahī mō ō rātou whānau, ō rātou hapū, me tō rātou iwi.

Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga e āhei ana te poari ki te whakahaere i te kura, i runga i te whai whakaarotanga nui ki ngā ākonga me te Karauna, ā, e āhei ana hoki rātou ki te whakatinana i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, hei wāhanga o te huringa arotake o te wā.

3. He Whakamārama

Te Tirohanga a te Whānau mō Te Aho Matua

Ko te pupuri me te tiaki i te reo me ngā tikanga o Ngāti Te Ata e pou here tonu ana i ngā akoranga me ngā whakaakoranga ki Te Kura Kaupapa Māori o Waiuku. Ko ngā tūmomo arawai e pā tata ana ki te kura, ngā tino rauemi tonu e hāpai ana i tēnei kura ki te kōkiri tonu i tōna kaupapa motuhake, tōna marautanga motuhake anō hoki, ara, ko ‘Ākona mā te wai.’ Nā ēnei arawai, ka whai kiko, ka whai pūtake anō hoki ngā wheako mō ngā ākonga me tō rātou whānau. Ka ako rātou mā te whānuitanga o ngā tirohanga e pā ana ki ngā arawai, ā, ka ako hoki i te whai huatanga o ēnei rauemi, tae atu ki ngā pātaka kai, te noho haumaru ki te wai, te hoe waka, me te whakamana i te wai. He pārekareka ēnei ki a rātou, ā, he hiahia tō rātou ki te tiaki i ēnei mō ngā rā kei te heke tonu mai. Ko te noho ngātahi oĀkona mā te waime ngā mātāpono o Te Aho Matua, e whakarato ana i te horopaki me te kounga o te mātauranga mō ngā ākonga.

Te Kaupapa Aromātai

Ka whakamahi te Tari Arotake Mātauranga i te kaupapa aromātai hei arotahi mō tēnei arotake. I whakaritea e te whānau me ngā kaimahi te kaupapa aromātai e whai ake nei:

Ākona mā te wai kia waia te tamaiti ki tōna ake ao

Ko ngā whakaaturanga o tēnei aromātai ka whakakoia i te whakarite tonu o te whānau me Ngāti Te Ata i ngā ākonga mō ngā tau kei te heke mai, me ngā huarahi ka whāia e rātou, mā te whakarato i tētahi marautanga e hāngai pū ana ki te ākonga.

Ngā Whakaaturanga Aromātai o ngā Kaupapa

Ngā Tino Uaratanga

Te whakamahere rautaki me te arotake whaiaro

He nui noa atu te whai huatanga oĀkona mā te wai, ehara ki ngā ākonga anake, engari kē ki tō rātou hapori, ki Aotearoa, ki tua atu hoki. He kaupapa tēnei mō te oranga o te tangata, ā, ka whakapūmau tēnei i ngā wawata o Ngāti Te Ata mō ngā whakatupuranga kei te heke mai.

Kei te whakarite te kura ki te whai wāhi atu ki te kaupapa waka, inā koa ki te waka ama, ngā taputapu kia noho haumaru, kia noho waiora hoki ki runga waka, me te whakarato anō hoki i ngā tūmomo kaupapa wai. E whakapakari tonu ana ngā ākonga i tō rātou mōhiotanga ki te wai, ngā pūkenga runga wai, tae atu ki te whakatere waka, me te kai pai hei whakariterite mō ngā whakataetae. He mātātoa te whai wāhi atu a te whānau ki ngā taumahi nei.

He āwangawanga tā te whānau mō te tatauranga tamariki ki te kura. Kei te rapu huarahi rātou hei whakapiki ake i te tatauranga. He pai te whakawhitiwhiti kōrero a te whānau ki te kōhanga reo o te takiwā nei, me ngā whānau ki te hapori.

Ka whiriwhiri hoki te mahere rautaki a te kura i ētahi atu wāhanga hei whakawhanake ake, nā runga i te arotake whaiaro i ia te wā. Ka hāngai ēnei ki ngā waka me ngā whare.

Ngā paetae ākonga

Kāhore anō te kura kia rite mō Ngā Whanaketanga. E rapu huarahi ana ngā kaiako ki te whakatīmata i ngā whakawhitinga kōrero ki te Tāhuhu o te Mātauranga, hei hāpai i a rātou i tēnei wā, i te wā e rapu huarahi tonu ana te Rūnanga nui o Ngā Kura Kaupapa Māori o Aotearoa i roto i tēnei āhuatanga. I tēnei wā e whakamahi ana ngā kaiako i ngā aromatawai o Te Marautanga o Aotearoa i whakaemihia ai e ētahi atu kura. E tika ana ngā aromatawai e hāngai ana ki ngā kaupapa, mō te marautanga o te kura. Ko ngā mōhiohio e pā ana ki te paetae o te reo Māori i te wāhanga tuatahi, e tohu ana i te iti noa o ngā āheinga o ngā ākonga i roto i te reo Māori. He whāinga, he rautaki hoki ā ngā kaiako hei whakatairanga ake i te āheinga o ngā ākonga.

Te Ira Tangata – Kaitiakitanga

Ka whakapūmautia ngā tūmanako nui e pā ana ki te kaitiakitanga me ngā kawenga. Ka arahina, ka whakatauirahia hoki ngā tūmanako nei e ngā kuia me ngā pākeke o Ngāti Te Ata. Ko te tūnga o te kaitiaki e āta pupuri ana i te hītori, ngā tikanga tuku iho, ngā wāhi tapu, me te manaaki o te whenua o Ngāti Te Ata. Mā te kaupapa oĀkona mā te wai, ka ako ngā ākonga ki te kohi kai i ngā arawai me te whenua. Ko tetiaki i ngā wāhi nei, e hāngai pū ana ki te rōnakitanga. Ko te noho haumaru ki te wai tētahi kaupapa matua mō ngā ākonga. Ka āta tiakina ngā ākonga. Ka poipoi, ka manaaki ngā kaiako i ō rāua ākonga, ā, he rarata rātou, ā, ka manaaki tētahi ki tētahi. He pakari te aronga toi whenuatanga o ngā ākonga. E whakawhanake ana rātou i te māramatanga ki ō rātou tūranga hei kaitiaki o tō rātou taiao.

Āhuatanga Ako – Tino Rangatiratanga

Ko te noho ngātahi oĀkona mā te waime ngā mātāpono o Te Aho Matua e whakarato ana i te horopaki me te kounga o te mātauranga mō ngā ākonga.

Ko ngā taiao akoranga o ngā ākonga, ko te akomanga, te marae, me ngā wāhi wāteatea o te whenua, te moana, me ngā awa, me ngā wāhi whakahirahira o Ngāti Te Ata. Kua āta tuhia te whakamahere marautanga. Ka whai haere ngā tukanga whakamahere i tētahi whakatakotoranga ngāwari. Ko te kaupapa whānui oĀkona mā te waie hono angitu ana, e komokomo ana hoki i ngā wāhanga ako matua. Ko te riterite o te arotake me te aromātai i ngā hōtaka akoranga, e āta tuhia ana i ia wiki, i te mutunga hoki o ia wāhanga o te tau.

He mātātoa te whai wāhi atu, te aro atu hoki o ngā ākonga ki ngā akoranga. He pai tā rātou aro ki ngā kōrero whakamihi. Kua āta whakaritea ā rātou mahinga. He pārekareka ki ngā ākonga te noho wātea, te raupapa haere hoki o te wāhi akoranga. Kua waia rātou ki te māhorahora o te waiata me te katakata, ā, he pārekareka ki a rātou te noho ngātahi.

E āta whakatutukihia ana ngā matea akoranga kua tāutuhia mō ia ākonga. Ka whakaatuhia e ngā kaiako te whakaako i te rōpū nui, i te rōpū iti, me te ākonga takitahi, puta noa i te rā. Ka āta whakamahi i ngā rautaki whakaako i ngā wā tuhituhi, pānui hoki. Ka whai wā anō hoki ki te whakawhiti kōrero ki te ākonga takitahi, hei whakapūmau i tētahi pūkenga.

Ka whakawerohia ngā ākonga e te noho rumaki ki te reo Māori. Ka whakamahi ngā kaiako i te reo ā-tinana, te tāruarua, me te piki me te heke o te reo hei āwhina i ngā ākonga ki te mārama i ngā akoranga. Ko ngā tuākana e mātau ana ki te reo Māori, ka tautoko i ō rātou tēina, me ō rātou matea reo. He tau ngā ākonga ki te akomanga, ā, e ngākau nui ana tā rātou whai wāhitanga atu ki ā rātou akoranga.

Ngā putanga ki ngā ākonga:

Ka whai wāhi ngā ākonga ki te whānuitanga o ngā wheako ki ngā tūmomo taiao akoranga.

Kua waia ngā ākonga ki ngā mahinga i te akomanga.

E pakari haere ana te māia me te āheinga o ngā ākonga ki te kōkiri i ā rātou ake akoranga.

Te Reo Māori o Ngāti Te Ata

Ko te āheinga o ngā ākonga me ō rātou whānau e whakamātau ana i ngā kaiako ki te whakamahi i ngā rautaki e hāpai ana, e akiaki ana i a rātou ki te ako i te reo. Kua whai pānga hoki tēnei ki ngā whakaakoranga me ngā akoranga, ā, i nāianei, e whakamahi ana ngā kaiako i te whānuitanga o ngā aronga hopu reo. Kua tāutuhia ngā matea reo o ia ākonga, nā ngā mahi aromatawai o te wāhanga tuatahi. Kāhore ngā kaiako e whakamahi ana i Ngā Whanaketanga. Engari, e whakarite ana rāua ki te whakatīmata i ngā whakawhitinga kōrero ki te Tāhuhu o te Mātauranga, hei hāpai i a rāua. Ko ngā ākonga o te tau o mua e whakatauira ana i te reo, ā, e tautoko ana i ngā tēina. Ko te oranga wairua tētahi tukanga e whai hua ana, ā, ka whakamahia e ngā kaiako hei whakatau, hei arotahi, hei hāpai hoki i ngā akoranga a ngā ākonga mā:

• te taki i ia rā i ngā karakia Pai Mārire, i ahu mai i te Kīngitanga
• ngā taumahi kōkiri ako, hei whakahāngai ake anō i te aronga o ia ākonga, i te tīmatanga o te rā
• ngā waiata me ngā mōteatea
• ngā kēmu me ngā kōrerorero
• te rumaki reo Māori.

Ka rongo ngā ākonga i te reo o Ngāti Te Ata ki ngā tūmomo horopaki e tika ana, tae atu ana ki:

• ngā tohutohu ki roto, ki waho hoki i te akomanga
• te reo whakatūpato ki te taha o te wai, ki runga, ki roto rānei i te wai
• te reo kohikohi kai, ngā kōrero tuku iho, te tuakiri, me te manaaki o te taiao
• te reo tākaro.

Kua whakawhanakehia e te whānau tētahi taiao mauritau hei tino poipoi i ā rātou ākonga. Ka whakarato ngā kaiako i te hōhonutanga o ngā wheako akoranga e whai pūtake ana, e whai hua ana. Ka tautoko paitia te ako reo. He harikoa, he tau hoki ngā ākonga, ā, e pakari haere ana tō rātou māia.

Ngā putanga ki ngā ākonga.

Ko ngā mahi a ngā ākonga e whakaatu ana i te wairua o te reo Māori.

Ka rongo ngā ākonga i te hōhonutanga o ngā wheako reo.

Ka rumakina ngā ākonga ki te reo Māori, ka rongo i te whakatauira mai, i te reo kōrero hoki.

He mātātoa ngā ākonga ki te whakarongo.

Ngā Iwi

E noho maioha ana, e mōhio ana hoki ngā ākonga ki ngā pūkenga, ngā taumahi, me te whānuitanga o ngā wheako ka riro i a rātou, hei āwhina i a rātou ki te tū tōtika i roto i ō rātou whānau, ō rātou hapū, me tō rātou iwi. He pakari kē te whanaungatanga ki waenganui i ngā ākonga. E mōhio ana rātou nō hea rātou, me ā rātou kawenga ki te ako i ngā āhuatanga e pā ana ki te whenua, ngā roto, te awa, me te moana.

Nā te whai wāhitanga a ngā ākonga ki te Kīngitanga me ōna huihuinga, ka whai wāhi anō hoki rātou ki ngā kaupapa o ngā hapū me te iwi. Ka whakawhanaunga rātou ki ētahi atu ākonga ki te hapori, i te wā ka ako ngātahi rātou i te noho haumaru ki te wai. He maioha ngā ākonga ki te whai huatanga o te tiaki i tō rātou taiao, mā te ārai me te manaaki i ngā wāhi nei. Ko ngā take haumaru e whai wāhi matua ana ki ngā akoranga. He pakari ngā ākonga ki te whakaatu i tō rātou tuakiri hei Ngāti Te Ata.

Ngā putanga ki ngā ākonga:

He pakari ngā ākonga ki te hapori whānui.

He māoriori te taunekeneke o ngā ākonga ki tō rātou taiao.

Ka whakatauira ngā ākonga i ngā hononga mauritau.

Te Ao

Ka rumakina ngā ākonga ki tētahi taiao e hāngai nui ana ki te ao Māori. Ko te whānuitanga o ngā tūmomo wheako e akiaki ana i ngā ākonga ki te ako i ngā āhuatanga e pā ana ki tō rātou whenua me ngā arawai, e whakarato ana i te pārekareka me te maioha ki te tiaki i ēnei āhuatanga. Kua tāutu kētia ētahi ākonga hei kaitiaki ā meāke nei. Ko te hākinakina waka ama tētahi kaupapa kua kawea ngā ākonga ki whenua kē, ā, kua kitea ō rātou whakatutukitanga e te ao. E whakarite tonu ana te kura i ngā ākonga mō tēnei hākinakina, ā, ko te haumaru, te hauora, me te waiora ngā āhuatanga matua hei whakamōhiotanga mā ngā ākonga. Ka whakamihia ngā whānau mō tō rātou tautoko. Kua whakarite kētia te tauutuutu, inā koa ki te kaupapa o te noho haumaru ki te wai.

Ngā putanga ki ngā ākonga:

Ka manaaki ngā ākonga i tō rātou wai, i tō rātou whenua hoki.

He kaitiaki ngā ākonga mō tō rātou taiao.

Ka tūhura, ka noho ngākau nui ngā ākonga ki tō rātou taiao.

4. Te Whakatau Te Aho Matua a te Whānau ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukihia e te poari whakahaere me te tumuaki o Te Wharekura o Manurewa heTauāki Kupu Tūturu Te Aho Matua a te Whānau mā te Tari Arotake Mātauranga, me tētahiRārangi 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 whakahaere whanonga, te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito, me ngā tukanga amuamu)
• te haumaru ā-tinana o ngā ākonga (tae atu ki ngā kaupapa here me ngā tukanga e pā ana ki ngā akoranga ki waho i te akomanga, te tāutu i ngā āhuatanga mōrearea, te ārai i ngā whara, ngā aituā, me ngā rongoā);
• te rēhitatanga o ngā kaiako;
• te whakaunu, te aukati, te pana me te whakarerenga;
• e tae ā-tinana atu a ngā ākonga ki te kura.

Kīhai ngā tirohanga a te Tari Arotake Mātauranga i tāutu i ētahi wāhanga e āwangawangatia ana.

5. Ngā Taunakitanga

Hei whakapai ake i te āhua o āna mahi, me whai whakaaro te poari ki te:

whakarite i ngā whakawhitinga kōrero ki te Tāhuhu o te Mātauranga, kia hāpai ai rātou i ngā kaiako ki te waia haere ki Ngā Whanaketanga Rumaki Reo.

6. Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga e āhei ana te poari ki te whakahaere i te kura, i runga i te whai whakaarotanga nui ki ngā ākonga me te Karauna, ā, e āhei ana hoki rātou ki te whakatinana i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, hei wāhanga o te huringa arotake o te wā.

Ani Rolleston Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

29 Pipiri 2012

1. Background

Introduction

A Te Aho Matua review evaluates the quality of education received by students and the performance of the Board of Trustees in providing education services.

Reported evaluation of improvements in student learning will be most useful to a board where the board is able to provide reliable achievement information.

About the kura

Location

Waiuku

Ministry of Education profile number

3102

Kura type

Full Primary

1Decile rating

5

Teaching staff: Roll generated entitlement Other Number of teachers

2 1.7 2

Roll number

14

Ethnic composition

Māori 14

Special features

Kura Kaupapa Māori Te Aho Matua

Review team on site

April 2012

Date of this report

June 2012

Previous ERO reports

Establishment Te Aho Matua, September 2001

Establishment Te Aho Matua, September 2004

Education Review, August 2008

2. Te Aho Matua Summary

Kia waea te tamaiti ki tōna ake ao katahi

Kia eke eke panuku

Eke eke Tangaroa

A tōna wa ka puta a maia atu ki te ao whānui

The preservation and maintenance of te reo and tikanga o Ngāti Te Ata continues to underpin learning and teaching at Te Kura Kaupapa Māori o Waiuku. Lakes, rivers and the ocean around and near the kura are rich resources that support this kura to continue with its unique kaupapa and curriculumAkona ma te wai.These waterways provide meaningful and purposeful experiences for students and their whānau to learn about, value and enjoy. They seek to maintain them for the future.

Students and their whānau learn about significant places, stories, traditions and ancestors linked to their land. Kaitiakitanga is an important aspect of student’s learning. They are also active participants and contribute to maintaining Tainui iwi and Kingitanga commitments.

The whānau selected areas ofAkona ma te waifor 2012 as a focus for the evaluation kaupapa for this review. Outcomes from consistent self review highlight students’ continuing needs for te reo Māori development. Literacy and numeracy, water safety and waka ama preparation for competition are areas the kura is working with this term. Paimārire, as part of the Kingitanga kaupapa is used daily.

The kura operates in accordance with the principles of Te Aho Matua. These principles are reflected in the commitment of the whānau, kaiako and iwi to provide quality learning opportunities for students. Te Aho Matua is embedded within the kura philosophies and reflected in all practices.

Students explore and develop language and use te reo o Ngāti Te Ata, Te Reo.

Students learn about Mana Whenua, ahi kaa o Ngāti Te Ata, Te Ao.

Students develop free, open and inquiring minds, Āhuatanga Ako.

Students develop an understanding that they are kaitiaki of their environment, Ngā Iwi.

Students display personal pride in their whānau, hapu and iwi, Ira Tangata.

Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

3. Introduction

Whānau Te Aho Matua Vision

The preservation and maintenance of te reo and tikanga o Ngāti Te Ata continues to underpin learning and teaching at Te Kura Kaupapa Māori o Waiuku. The various waterways that surround the kura continue to be rich resources for further developing the unique kaupapa and curriculum-Akona ma te wai.The waterways provide meaningful and purposeful experiences for students and their whānau. They learn through a range of perspectives about the waterways and are taught the value of these resources which include, food sources, water safety, paddling skills and respecting the water. They enjoy these and seek to maintain them for the future.Akona ma te waialong with the principles of Te Aho Matua together provide content and quality education for students.

Evaluation Kaupapa

The Education Review Office will use the evaluation kaupapa as the focus for this review. The whānau and staff selected the evaluation kaupapa:

Akona ma te wai kia waea te tamaiti ki tōna ake ao

The findings of this evaluation will affirm that the whānau and Ngāti Te Ata continue to prepare students for a future of their choice by providing a curriculum that is student centred.

Evaluation Kaupapa Findings

Nga Tino Uaratanga

Strategic Planning and Self-Review

Akona ma te wai has far reaching potential not only for the students but for their community, Aotearoa and beyond. This is a lifelong kaupapa that will sustain the aspirations of Ngāti Te Ata for future generations to come.

Water craft, particularly waka ama, equipment for the safety and wellbeing of water craft users and the provision of facilities for all aquatic pursuits are future developments the kura is prepared to engage in. Students continue to build knowledge about the water, water skills including navigation and healthy eating as part of preparation for competition. Whānau are actively involved with these activities.

Whānau are concerned about roll numbers. They are seeking ways to increase the roll. The kura whānau communicates well with local kōhanga reo and whānau in the community.

The kura strategic plan also selects other areas for development as a result of consistent self review. These include transport and buildings.

Student Achievement

The kura are not yet prepared for Ngā Whanaketanga. Kaiako are seeking to begin discussions with the Ministry of Education to support them in the interim as the Runanganui o Ngā Kura Kaupapa Māori o Aotearoa is seeking a way forward. The kaiako is currently using assessments from Te Marautanga o Aotearoa which have been gathered by other kura. Kaupapa based assessments are appropriate for the kura marau. Te reo Māori achievement information from term one showed many of the students had very limited capacity in te reo Māori. Kaiako have goals and strategies in place to raise student capability.

Te Ira Tangata-Kaitiakitanga

High expectations for the roles and responsibilities of kaitiakitanga are upheld. The kuia and pakeke from Ngāti Te Ata guide and model these expectations. The roles of kaitiaki ensure the preservation of history, tradition, sacred places and care of the land of Ngāti Te Ata. ThroughĀkona ma te waistudents learn about gathering kai both from the waterways and the land. Conservation of these areas is integral to sustain supply. Safety near water is a priority for students. Students are well supervised. The kaiako nurture and care for their students who are friendly and care for each other. Students have a strong sense of belonging. They are developing an understanding of their roles as kaitiaki of their environment.

Āhuatanga Ako-Tino Rangatiratanga-Self Determination

Akona ma te waialong with the principles of Te Aho Matua provide content and quality education for students.

Student learning environments include the classroom, marae, the wide open spaces of the land, sea, rivers and significant places of Ngāti Te Ata. Curriculum planning is well documented. Planning processes follow a user friendly format. The overarching kaupapa ofAkona ma te waisuccessfully links and incorporates essential learning areas. Consistent review and evaluation of programmes of learning is documented weekly and at the end of term.

Students are actively engaged and receptive to learning. They respond to praise. Their routines are established. Students enjoy a free yet ordered learning space. They are accustomed to spontaneous waiata, laughter and enjoy the warmth of being together.

Identified learning needs of students are well catered for. Whole group, small group as well as individual student attention is demonstrated by the kaiako throughout the day. Deliberate acts of teaching are used during writing and reading. Time for individual conferencing to reinforce a skill is used often.

Students are challenged by being totally immersed in te reo Māori. Kaiako use body language, repetition and voice intonation to help students make sense of learning. Tuakana, particularly those who are competent in te reo Māori support their teina with their language needs. Students are settled in the classroom and are willing participants in their learning.

Student outcomes:

Students participate in a range of experiences in different learning environments.

Students are familiar with classroom routines.

Students are growing in confidence and ability to initiate own learning.

Te Reo Māori o Ngāti Te Ata

Te reo Māori capability of students and their whānau challenge kaiako to employ strategies that support and encourage them to learn the language. This has impacted on teaching and learning and kaiako now use a range of language acquisition approaches. Student’s individual language needs are identified through term one assessments. Kaiako do not use Ngā Whanaketanga. However, they are preparing to begin discussions with the Ministry of Education to support them. Students from the previous year provide good models and support for the younger students. Oranga wairua-spiritual wellbeing is a successful process the kaiako uses to settle, focus and support student learning through:

• daily recitation of Pai Marire karakia which originates from the Kīngitanga
• accelerated learning activities to further focus individuals at the beginning of each day
• waiata and mōteatea
• games and incidental conversations
• immersion in te reo Māori.

Students hear te reo o Ngāti Te Ata in various relevant contexts including:

• commands and instructions in and out of the classroom
• the language of caution near, in, on and under the water
• the language of food gathering, traditions, identity and care of the environment
• the language of play.

The whānau has developed a warm nurturing environment for their students. Kaiako provide rich language learning experiences that are practical and purposeful. Language learning is supported well. Students are happy, settled and growing in confidence.

Student outcomes:

Students actions demonstrate the wairua of te reo Māori.

Students are exposed to rich language experiences.

Students are immersed in te reo Māori, hear it modelled and spoken.

Students are attentive listeners.

Nga Iwi

Students appreciate and know the skills, activities and varied experiences they have will help them to be better members of their whānau, hapū and iwi. Students already have good relationships with each other. They know where they come from and the responsibilities they have in regard to learning about the land, lakes, river and sea.

Student responsibilities to the Kingitanga and engagement in these formalities allows time for them to participate in hapū and iwi activity. Whanaungatanga is extended to other students in the community when they combine for water safety instruction. Students have an appreciation for the benefits of looking after their environment by protecting and caring for these areas. Matters of safety are integral to learning. Students are confident in demonstrating their identity as Ngāti te Ata.

Student outcomes:

Students are confident in the wider community.

Student interact naturally in their environment.

Students model positive relationships.

Te Ao

Students are immersed in an environment that reflects the Māori world. The varied and many experiences that encourage students to learn about their land and waterways provide enjoyment and an appreciation in caring for these elements. Some students have already been identified as future kaitiaki. Water sport such as waka ama is a medium that has taken students to many countries where they have successfully achieved world recognition. The kura continues to prepare students for this sport with safety, health and wellbeing as key areas for students to be knowledgeable in. Whānau are acknowledged for their support. Reciprocal activity, particularly in water safety is already established.

Student outcomes:

Students care for their water and land.

Students are kaitiaki for their environment

Students explore and enjoy their environment.

4. Te Aho Matua Whānau Assurance on Compliance Areas

During the review, the board and principal of Te Kura Kaupapa Māori o Waiuku completed theTe Aho Matua Whānau Assurance Statement and Self-Audit Checklist. In this document they attested they had taken all reasonable steps to meet the legislative requirements related to:

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

ERO checked the following items because they have a potentially high impact on outcomes for children:

• emotional safety (including behaviour management, prevention of bullying and abuse, complaints procedures)
• physical safety (including policies and procedures relating to EOTC, hazard identification, prevention of physical harm, accidents and medication)
• staff qualifications and organisation
• stand-downs, suspensions, expulsions and exclusions
• monitoring of student attendance.

ERO’s investigations did not identify any areas of concern.

5. Recommendations

In order to improve its performance the board should consider:

• planned discussions with the Ministry of Education about supporting kaiako to become more familiar with Ngā Whanaketanga Rūmaki Reo.

6. Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

Ani Rolleston National Manager Review Services Māori (Te Uepū ā-Motu)

29 June 2012

29 June 2012

To the Parents and Community of Te Kura Kaupapa Māori o Waiuku

Te Kura Kaupapa Māori o WaiukuThese are the findings of the Education Review Office’s latest report on.

Kia waea te tamaiti ki tōna ake ao katahi

Kia eke eke panuku

Eke eke Tangaroa

A tōna wa ka puta a maia atu ki te ao whānui

The preservation and maintenance of te reo and tikanga o Ngāti Te Ata continues to underpin learning and teaching at Te Kura Kaupapa Māori o Waiuku. Lakes, rivers and the ocean around and near the kura are rich resources that support this kura to continue with its unique kaupapa and curriculumAkona ma te wai.These waterways provide meaningful and purposeful experiences for students and their whānau to learn about, value and enjoy. They seek to maintain them for the future.

Students and their whānau learn about significant places, stories, traditions and ancestors linked to their land. Kaitiakitanga is an important aspect of student’s learning. They are also active participants and contribute to maintaining Tainui iwi and Kingitanga commitments.

The whānau selected areas ofAkona ma te waifor 2012 as a focus for the evaluation kaupapa for this review. Outcomes from consistent self review highlight students’ continuing needs for te reo Māori development. Literacy and numeracy, water safety and waka ama preparation for competition are areas the kura is working with this term. Paimārire, as part of the Kingitanga kaupapa is used daily.

The kura operates in accordance with the principles of Te Aho Matua. These principles are reflected in the commitment of the whānau, kaiako and iwi to provide quality learning opportunities for students. Te Aho Matua is embedded within the kura philosophies and reflected in all practices.

Students explore and develop language and use te reo o Ngāti Te Ata, Te Reo

Students learn about Mana Whenua, ahi kaa o Ngāti Te Ata, Te Ao

Students develop free, open and inquiring minds, Āhuatanga Ako

Students develop an understanding that they are kaitiaki of their environment, Ngā Iwi

Students display personal pride in their whānau, hapu and iwi, Ira Tangata.

Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

If you would like a copy of the full report, please contact the school or see the ERO web page, http://www.ero.govt.nz.

Ani Rolleston

National Manager Review Services Māori (Te Uepū ā-Motu)

1 Decile 1 schools draw their students from areas of greatest socio-economic disadvantage, Decile 10 from areas of least socio-economic disadvantage.