Te Kura Kaupapa Maori o Hokianga

1 He Kupu Arataki

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

2 Te Horopaki

E whakarato ana Te Kura Kaupapa Māori o Hokianga i te mātauranga mō ngā ākonga o ngā tau 1 ki te 15. E whai ana te kura i ngā mātāpono o Te Aho Matua. Nō muri mai i te haerenga o mua a Te Tari Arotake Mātauranga ki te kura, kua hūnuku te kura ki ngā whare hou i hangaia ai hei kura. Kua kapi rātou i te rārangi ingoa o te kura, hei āta whakapūmau i te kounga kairangi o te taiao akoranga me ngā tino putanga ki ngā ākonga.

3 Te Aronga o te Aromātai

He pēhea rawa te whai huatanga o ngā ākonga ki te whakaatu i tā rātou mau tūhonohono ki te here o tō rātou ihomatua, ki ō rātou mātua tūpuna, ki ngā Rangi Tūhāhā ki te marae ātea o Io-Matua ?

E tino whai hua ana ngā ākonga ki te whakaatu i tā rātou mau tūhonohono ki te here o tō rātou ihomatua, ki ō rātou mātua tūpuna, ā, e whanake ana tō rātou māramatanga ki ngā Rangi Tūhāhā, ki te marae ātea o Io-Matua.

4 Ngā Whakaaturanga

Te Ira Tangata

E tākare ana ngā ākonga ki te ako ki tētahi taiao e poipoi ana i a rātou, ā, e ahu mai ana i ngā uaratanga, ngā whakapono, me ngā ariā i tuku iho ai i te ao Māori. E pou here ana te whanaungatanga, te manaaki, me te aroha i te katoa o ngā taunekeneke me ngā whakataunga. Ka ako, ka tupu hoki ngā ākonga ki tētahi taiao e poipoia ana rātou hei taonga. Ko tētahi aronga nui o te hōtaka i te kura, ko te āta poipoi i ia ākonga me ō rātou matea e rerekē haere ana. He tino hononga ā-whakapapa ki waenga i ngā whānau katoa. Ka mahi ngātahi rātou, ā, he kaha ki te whakawhirinaki o tētahi ki tētahi. Ko ngā kaimahi o te kura, ko rātou ngā whaea , ngā mātua kēkē, ngā karani hoki o ngā ākonga. Ka tūmāia, ka harikoa hoki ngā ākonga puta noa i te rā. Ko te tamaiti kei te pūtake o ngā āhuatanga katoa i te kura. E arohaina ana rātou, e whakautea ana rātou e te katoa. Ka whakamanahia, ka tiakina hoki te mana āhua ake o ia tangata. Ka kitea te manawa whakahī, te ngākau titikaha hoki ō ngā ākonga mō ō rātou tuakiri tangata, mō ō rātou tūrangawaewae hoki.

Te Reo

E puāwai ana ngā ākonga mā roto mai i te noho rumaki ki te reo me ngā tikanga Māori o Hokianga. Ko te reo Māori tētahi āhuatanga e noho matua ana ki te kura me te whānau. E wawata ana rātou kia tū pakari, kia mātau hoki ngā tamariki ki te reo Māori o Hokianga. He aronga nahanaha, he aronga rautaki tonu ki te whakatairanga ake i te mātau o ngā ākonga, ngā kaiako, me te whānau ki te reo. Ka toro atu ki ngā mātanga o te reo me te ahurea ake o te rohe nei, hei whakatairanga i te māramatanga me te mōhiotanga o te whānau ki te reo ā-iwi me ngā tikanga o te takiwā nei. Ka tahuri wawe ngā kaiako ki te tuitui i aua akoranga ki ngā whakaritenga i te akomanga. He māhorahora, he māoriori hoki te taunekeneke atu a ngā ākonga ki ō rātou hoa me te whānau mā te reo Māori. I roto i ngā reanga katoa o te kura, he mātau rātou ki te ārahi i ngā wāhanga ōkawa me ngā wāhanga ōpaki o te hōtaka. Ka whai wāhi atu ki taua hōtaka, ko ngā karakia o te ata, ngā taumahi i te akomanga, ngā kaupapa a te kura whānui, me te whakatau i ngā manuhiri. Ko ngā whakataukī, ngā mōteatea, ngā karakia, ngā pepeha me ngā kōrero tuku iho o te rohe e whakawhānui ana i te māramatanga o ngā ākonga ki te reo Māori. He ngākau titikaha ō ngā ākonga, he mātau hoki rātou, ki te whakawhitiwhiti whakaaro mā te reo o Hokianga.

Ngā Iwi

E whakaakona ana ngā tātai hono me ngā kawenga ki ngā ākonga mā ngā huarahi e tika ana mō ō rātou nā reanga. Ka whakamahi ngā tamariki nohinohi i ngā nekehanga ā-ringa, ā-tinana hoki hei hāpai i a rātou ki te taki me te maumahara i ngā ingoa whakahirahira me ngā kaupapa whakahirahira. Kua āta tuituia ki te hōtaka o ngā ākonga tuākana, ko ngā ingoa o ngā tūpuna me ngā kaupapa whakahirahira hoki o nehe ki te hōtaka, puta noa i ngā wāhanga katoa o te marau. Ka whakatauira te whānau i te matuatuatanga o ngā tūmomo tūranga me ngā tūmomo kawenga mahi i te kura me te hapori whānui. Ka whai wāhi matua ngā kaumātua ki ngā kaupapa o ia rā me ngā huihuinga motuhake. Ko te Hokiangatanga e noho mātua ana ki te kura. Ka kōrero, ka waiata, ka tuhi hoki ngā ākonga o ngā reanga katoa i ō rātou hononga ki ngā tāngata me te taiao o Hokianga. E ākina ana te ngātahitanga me te kotahitanga o ngā ākonga me te taiao. E whakarato ana i ngā whai wāhitanga mō ngā ākonga katoa ki te hāpai te whakahaumanutanga me te tiaki o tō rātou taiao. Mai i te nohinohitanga tonu o ngā ākonga, he whai wāhitanga mō rātou ki te hāpai i te ao o te kura, i ō rātou hoa hoki. He pakari hoki te noho tahi o te tuakana me te teina. Ka whai wāhi ngā ākonga katoa ki te āwhina, mā ngā mahi e pā ana ki ngā tina i te kura, ā, mā te tiaki hoki i ngā papa o te kura. He manawa whakahī, he ngākau titikaha hoki ō ngā ākonga nā tō rātou mōhio ki ō rātou tuakiri tangata, ki ō rātou tātai hono hoki.

Te Ao

E ākina ana te whakawhanaketanga o ngā ākonga i tō rātou mōhio ki tō rātou tū ki te ao Māori me te ao whānui. Ka whakarato te whānau i te tini, i te whānui hoki o ngā whai wāhitanga, kia whanakehia ngā pūkenga mō te noho whakarawe a te tangata. Ka whai pānga ki taua āhuatanga, ko te whakatupu huawhenua, te kohikohi kai, te whakaiti ake i te para, ngā whakaritenga o te noho whakarawe, me ngā kaupapa taiao. Kua whakahāngaitia ngā kaupapa i whakamaheretia ai ki te kura, ki te maramataka o te hapori. Ka pakeke haere ngā ākonga, ka whakataurite rātou i ngā mahere ā-maramataka nei ki ngā tirohanga a tauiwi ki ngā mahi whakamahere. Ka āta whakamaheretia ngā wheako nō waho atu i te akomanga, hei āta poipoi tika i ngā tūmomo reanga katoa. Ka toro haere ngā ākonga tēina i te takiwā, ā, ka puta whānui atu ngā ākonga tuākana. Ka taea e ngā ākonga katoa te whakapā ā-matihiko atu ki ngā mōhiohio o te ao whānui. Kua āta whakatau mātātoa te whānau i te āheinga o ngā ākonga katoa ki te whakapā atu ki te hangarau i te kura, ā, e rapu huarahi ana hoki kia tūhonohono ā-ipurangi ngā ākonga i ō rātou kāinga. Nā aua tūāhuatanga, e āhei ana ngā ākonga ki te whakapā atu ki ngā rauemi nō waho atu i tō rātou wāhi noho, pērā i ngā pukapuka matihiko me ngā kaiako kaupapa mātanga. Kei te mātau ngā ākonga, kua whakahonoa hoki rātou ki tō rātou taiao ake me te ao whānui tonu.

Āhuatanga Ako

E poipoia ana ngā ākonga ki tētahi taiao e aro nui ana ki te ako. Ko te tūturu o ngā kaupapa i te marau, i ngā wheako ako hoki e āta hāpai ana i te kaha ngana o ngā ākonga ki te ako. E whakanui ana te marau ā-kura i te Hokiangatanga. Ko te taiao e karapoti ana i te hapori nei, ko ngā kaupapa hoki i te rohe, he whakawhānuitanga anō hoki o te taiao ako. He mātātoa te whai wāhi atu a te whānau ki te kiko o tā rātou marau me tōna whakatinanatanga. Ka toro atu ngā kaiako ki te tangongitanga o ngā tūmomo rautaki hei whakatutuki i ngā matea ako o ia ākonga. Ka whai wāhi hoki ki taua tūāhuatanga, ko te tautoko o ngā kaiāwhina me ngā kaumātua, me te whakahāngai i ngā taumahi ki ngā tāera ako ake o ia ākonga. E tino aro nui ana te hōtaka me te taiao kia eke angitu ai ngā ākonga. He aronga ngātahi ki te whakamahere mō te kura whānui. He auau, he riterite hoki ngā tukanga e pā ana ki te aromatawai me te aromātai. I tēnei wā e whakapuakihia ana te whakaako ngātahi hei rautaki ki te āta toro atu ki ngā pūmanawa ake o ia kaiako, ā, ki te kōkiri hoki i te tū takitahi a te ākonga. Kua whakahāngaitia te kōkiritanga o Te Atua Matua ki tā rātou horopaki, kia āhei ai ngā ākonga ki te whakahōhonu ake i ō rātou mōhiotanga me ō rātou hononga ki a rātou anō, ki te taiao, ā, ki a Io Matua hoki.

Te Wharekura

E tohu ana ngā hōtuku o Te Taumata Mātauranga ā-Motu kua Taea, kei te eke ngā paetae ākonga ki tua atu o ngā toharite ā-motu mō te Taumata 1 ki te 3, tae atu hoki ki ngā Whakamananga. Kei te tūāpapa o ngā paetae, ko te tūmanako kia riro i ngā ākonga Te Whakaurutanga ki te Whare Wānanga. Ahakoa te aronga ki Te Taumata Mātauranga ā-Motu kua Taea, ka aro nui tonu ki te āta whakarite i te tūturutanga, i te whai pānga nui hoki o te kiko o te marau me ngā horopaki ki ngā ākonga. Ka kitea ki ngā ākonga tuākana te whakaute me te manaaki i te katoa o ō rātou hononga. Ka whakatauira rātou ki ngā ākonga tēina, tēnā e tūmanakohia ana mō te whanonga, ngā tikanga, me ngā paetae mātauranga. Kua tīmatahia te mau rākau, hei hāpai i te taha aumangea, i ngā ngākau titikaha, i te kiritoa hoki. He kaupapa tēnei i ara ake hei whakatutuki i ngā akoranga i puta ai i te KOWHEORI-19, me ngā āhuatanga i rangona ai e ngā ākonga tuākana i te wā o te noho whakamohoao.

Te Ārahitanga me te Aromātai o-roto

Ko te pakari, ko te whai huatanga hoki o te ārahitanga e āta whakapūmau ana i te ahurea o te whakapai tonutanga i ia te wā. Ka hiahiatia, ka whakatauirahia hoki e ngā kaiārahi te kairangi o ngā tūmanako me ngā putanga i roto i ngā wāhanga katoa. Ka akiaki rātou i te toro atu ki ngā āhuatanga auaha i roto i ngā hōtaka, puta noa i te kura. E rapu ana i ngā kōkiritanga hou i ngā wā katoa, hei whakapai ake tonu i te kounga o ngā whakaritenga whakaako, me ngā putanga ki ngā ākonga.

Ko te ārahi takirua tētahi aronga auaha e whakapakari ake ana i ngā āheinga. Kua āta tautuhia ngā tūranga, ngā kawenga mahi, me ngā takohanga. I pupū ake i ngā kōrero a te whānau me ngā ākonga i ia te wā, “he kāinga rua te kura.”  Kua āta whakaritea te ahurea o te noho kotahi, ā, e āta whakapūmau ana taua āhuatanga i te kaha ki te whakaute me te tiaki i ngā āheinga āhua ake, i ngā hiahia ake hoki o ia ākonga. He kaha te manaaki, te aroha, me te tiaki o te rōpū ārahi, ā, ka whakawhiti atu i aua uara ki te whānau me ngā ākonga.

He pakari, he riterite hoki te ahurea o te aromātai o roto. E hāpai ana te pakari o ngā tukanga arotake whaiaro ki te whakamōhio i ngā mahi me ngā whakaritenga ka whai ake. Ka āta whakarite te poari i te noho mōhio o te whānau, ā, ka whakanuia te whai wāhi mai o te whānau ki ngā whakahaeretanga o te kura me te aronga rautaki a te katoa. Ko te pakari me te kaikini o ngā whakaaro huritao e whai wāhi atu ana ki te whakapūmau i ngā putanga o te kounga kairangi ki ngā ākonga. Ko ngā ākonga kei te pūtake o ngā whakataunga katoa. 

5 Te Whakatau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e te whānau me te tumuaki he Tauāki Kupu Tūturu a te Whānau mā Te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

• ngā whakahaere a te poari;
• te marautanga;
• ngā whakahaere mō te hauora, te haumaru, me te oranga tinana;
• ngā whakahaere o ngā kaimahi;
• ngā whakahaere o te pūtea;
• ngā whakahaere o ngā rawa me ngā taonga.

I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā paetae o ngā ākonga:

• te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito);
• te haumaru ā-tinana o ngā ākonga;
• te rēhitatanga o ngā kaiako;
• ngā tukanga ki te whakatū kaimahi;
• te whakaunu, te aukati, te pana me te whakarerenga; me
• te tae ā-tinana atu a ngā ākonga ki te kura.

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

30 Hōngongoi, 2021 

7 Ngā Kōrero e pā ana ki te kura

Te tūwāhi

Kei Hokianga

Te tau a te Tāhuhu o te Mātauranga

3117

Te tūmomo kura

He kura hiato 

Te tokomaha o ngā ākonga o te kura

130

Te ira tangata

Kōtiro    56

Tama     74

Ngā hononga ā-iwi

Māori

130

Ngā āhuatanga motuhake

Te Aho Matua 

Te wā i te kura te rōpū arotake

Haratua 2021

Te wā o tēnei pūrongo

30 Hōngongoi 2021

Ngā pūrongo o mua a Te Tari Arotake Mātauranga 

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga  

Here-turi-kōkā 2014

Whiringa-ā-nuku 2010

Here-turi-kōkā 2007

1 Introduction

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

2 Context

Te Kura Kaupapa Māori o Hokianga provides Education for students Years 1-15. Te kura follows the philosophy of Te Aho Matua. Since the previous ERO visit they have moved into their purpose built kura. They have closed their roll to ensure that they can maintain a high-quality learning environment and positive outcomes for students.

3 Evaluation Focus

How effectively do students demonstrate they are secure in the knowledge of their ancestral links to the divine source of all humanity?

Students effectively demonstrate knowledge of their ancestral links and are developing an understanding of their connections to the divine source of all humanity.

4 Findings

Te Ira Tangata

Students are enthusiastic about learning in a nurturing environment based on traditional Māori values, beliefs and concepts. Whanaungatanga, manaaki and aroha underpin all interactions and decision making. Students learn and grow in an environment where they are nurtured as taonga. The kura programme prioritises being responsive to individual students and their evolving needs. There are close whakapapa connections between all the whānau. They function cohesively with a high trust model. Kura staff are the aunties, uncles and nannies of the students. Students appear confident and happy throughout the day. The child is foremost in all aspects of kura way of life. They are loved and respected by all. Uniqueness of individuals is valued and protected. Students demonstrate pride and confidence in who they are and where they come from.

Te Reo

Students thrive being immersed in te reo Māori and tikanga of Hokianga. Te reo Maori is a priority to the kura and whanau. They aspire for tamariki to be both confident and competent with te reo Maori of Hokianga. There is a deliberate and strategic approach to enhancing language competencies for students, kaiako and whānau. Local language and cultural experts are engaged to enhance whānau understanding and knowledge of local dialect and practices. Kaiako immediately integrate their learning into classroom practice. Students comfortably and naturally interact with their peers and with whānau in te reo Māori. At all levels of the kura they competently lead both formal and informal parts of the programme. This includes, morning karakia, class activities, school wide events and welcoming visitors. Local whakatauki, mōteatea, karakia, pepehā and local narratives extend students understanding of te reo Māori. Students confidently and competently communicate in te reo o Hokianga.

Ngā Iwi

Ancestral links and associated responsibilities are taught to students in age-appropriate ways. Younger children use hand and body movement to support them to recite and remember significant names and events. Older students have ancestral names and events integrated into the programme across all curriculum areas. Whānau model the importance attached to different roles and responsibilities within the kura and the community. Kaumatua are an integral part of daily life and special occasions. Hokiangatanga is paramount within the kura. Students of all ages speak, sing and write about their connection to Hokianga people and their environment. They are encouraged to see themselves and the environment as one and the same. Opportunities are provided for all students to contribute to the restoration and preservation of their surroundings.  From an early age, students are provided opportunities to contribute to kura life and one another. Tuakana/teina relationships are strong. All students take turns at helping with school lunches and keeping the school grounds tidy. Students are proud and confident in who they are and who they are connected to.

Te Ao

Students are encouraged to develop knowledge of his or her place in the Māori world and beyond. The whānau provide multiple and varied opportunities to develop skills for self-sustainability. This includes, growing vegetables, food gathering, waste reduction, self-sustainability practices and environmental projects. Kura activities are planned to align to the local maramataka. As students mature, they can compare maramataka planning with western perspectives of planning. Experiences outside of the classroom are planned to respond appropriately to different age groups. Younger children visit locally, and seniors venture further afield. All students can access the world wide information world digitally. Whānau have actively ensured that all students can access technology at kura and are looking at ways to ensure they are able to also connect from home which has enabled students to access resources otherwise not available to them because of their geographical location. This includes digital books and specialist subject teachers. Students are knowledgeable and connected to their immediate environment and the wider world.

Ahuatanga Ako

Students are nurtured in an environment that is highly conducive to learning. Authentic curriculum content and learning experiences ensure a high level of student engagement. The marau a kura celebrates Hokiangatanga. The surrounding environment and local events are an extension of the learning environment. Whānau are proactive in contributing to the content and implementation of their unique curriculum. Kaiako use multiple strategies to cater to individual learning needs. This includes support from kaiāwhina and kaumatua and tailoring activities to suit individual learning styles. The programme and environment are highly responsive to ensure student success. There is a cohesive and collaborative approach to schoolwide planning.  Assessment and evaluation processes are regular and consistent. Team teaching is currently being introduced as a strategy to capitalise on kaiako strengths and foster greater independence in students. The Atua Matua initiative has been adapted to their context as a means by which students can enrich their knowledge and connection to one another, the environment and the divine source of humanity.

Wharekura

NCEA data shows that student achievement is above national averages for Levels 1 – 3, including Endorsements. There is a minimum expectation that students will attain University Entrance. While NCEA is a focus there is priority given to ensuring authentic and relevant curriculum content and contexts. Senior students show respect and care in all their relationships. They model to younger students what is expected in terms of behaviour, tikanga and academic achievement. Mau rākau has been introduced to build resilience, confidence and self-discipline. This initiative was a direct response to the learnings from COVID and the impact of the lockdown on senior students.

Leadership and Internal Evaluation

Strong effective leadership ensures that a culture of continuous improvement is maintained. Leadership expect and role model high expectations and outcomes in all areas.  They encourage the use of innovation in kura wide programmes. New initiatives are constantly sought to further improve the quality of teaching practise and outcomes for students.

The dual leadership model is an innovative approach to building capability. Roles, responsibilities and accountability are clearly defined. Whānau and students mentioned often “he kāinga rua te kura”. There is a well-established inclusive culture which ensures that individual student abilities and preferences are respected and protected. Manaaki, aroha and tiaki are strong features of the leadership team that has transmitted to whānau and students alike.

The culture of internal evaluation is strong and consistent. Rigorous self-review processes help inform future actions and plans. The board ensures that the whānau are kept informed and value their contributions to kura operations and the shared strategic direction. Rigorous and critical reflection contributes to the maintenance of high-quality outcomes for students. Students are at the centre of all decision making.

5 Assurance on Legal Requirement

Actions for Compliance

Before the evaluation, the whānau and Tumuaki completed the ERO Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

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

During the evaluation, ERO checked the following items because they have a potentially high impact on student achievement:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance.

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

30 July 2021

6 Information about the Kura

Location

Hokianga

Ministry of Education profile number

3117

Kura type

Composite

Kura roll

130

Gender composition

Boys      56

Girls       74

Ethnic composition

Māori

130

Special features

Te Aho Matua

Review team on site

May 2021

Date of this report

30 July 2021

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2014

October 2010

August 2007