TKKM o Tamarongo

Ngā Kitenga Arotake Report

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, mā ngā hapū, me ngā iwi. 

2 Te Horopaki

‘Mā te whenua ka ora ai te tangata’

E tū ana Te Kura Kaupapa Māori o Tamarongo ki Ōpunake, i te rohe o Ngāruahine, ā, he kura mō ngā ākonga o ngā tau 1 ki te 8. He kura tēnei o Te Aho Matua, ā, he tino hononga ō rātou ki Te Kōhanga Reo o Te Namu me te marae o Ōrimupiko. He wawaotanga manatū i te kura, mai i te tau 2017, heoi, mai i te tau 2021 kua whakaratohia te tautoko wawaotanga e Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa. Kua mahi hoki Te Tari Arotake Mātauranga ki te taha o te kura i roto i taua wā. Whai muri i te pūrongo arotake a Te Tari Arotake Mātauranga i te Paenga-whāwhā o te tau 2020, kua whakatūngia tētahi poari hou me tētahi tumuaki hou.

3 Te Aronga o te Aromātai 

He pēhea rawa te whakatutukitanga o ngā ākonga i ngā tūmanako o te kīanga e meatia ana, ‘Tahuti atu ki te Ao’?

Kua tīmatahia te whakawhanaketanga o ngā ākonga i ngā pūkenga e whakatutuki ai i ngā tūmanako me ngā wawata o te whānau. 

4 Ngā Whakaaturanga 

Ngā Iwi

Ko tētahi tūāhuatanga matua ki te whānau, ko te mōhio o ngā ākonga ki a rātou anō, ki ō rātou tātai hono anō hoki. He hononga ā-whakapapa ki waenga i ngā ākonga katoa. Ka tūhono anō hoki rātou ki te whenua, ki te marae, ā, ki ngā whānau hoki e karapoti katoa ana i tō rātou maunga. Ka ngākau nui rātou ki te whakaharatau me te waiata i ngā wai me ngā mōteatea e tūhono ana i a rātou ki a Taranaki me Ngāruahine. Kua mahi nahanaha te whānau ki te whakarato i ngā whai wāhitanga ako i roto pū i te rohe o Taranaki, i ērā anō hoki ki te rohe whānui tonu. Ka whakapuaki ngā kaumātua i ngā hītori me ngā kōrero tuku iho o te wāhi, ā, he akoranga tūturu aua wheako mō ngā ākonga. Ka toro atu te kura ki ngā kaupapa i te hapori. Kua whai wāhi nui ngā ākonga – ki te taha hoki o ngā kaumātua – ki te ārahi i te whakatuwheratanga o te ara paihikara o te takiwā. E ako ana ngā ākonga i tō rātou tuakiri me tō rātou tūrangawaewae. 

Te Ao

E whakarato ana te whānau i ngā wheako e whakawhānui ana i te mōhiotanga o ngā ākonga ki te ao Māori me te ao whānui. Ka whai wāhi atu ngā ākonga ki te tangongitanga o te mātauranga ki tua atu i te akomanga e whakawhānui ai ō rātou wheako me ō rātou mōhiotanga. Ko te toro atu ki ngā whakapōtaetanga whare wānanga, ki Te Papa, ki te Whare Pāremata hoki e whakatuwhera ana i ngā whai wāhitanga mō ngā ākonga, ā, e hāpai ana i te tūhono atu ki ngā pou ārahi kei waho atu i te hapori. Ko ngā tirohanga Māori tuku iho me ngā tirohanga Māori hou hoki ki te ao, ka tuituia ki ngā wheako ako. E ako ana ngā ākonga i ngā kōrero tuku iho a tō rātou iwi, ā, i ngā tāngata rongonui o Taranaki. 

Ngā Whakaritenga Matua ka whai ake

Te Ira Tangata

Me tautoko ake i ngā ākonga ki te whakawhanake i te papai o ngā pūkenga e pā ana ki te whakawhiti kōrero me te hīraurau hopanga. He tokomaha ngā ākonga e mau ana i ētahi atu tino matea whakahoahoa, matea ako hoki. Ko te tikanga, ka hāpai ngā wānanga Te Aho Matua i te whānau me ngā kaimahi ki te whakawhanake i ngā rautaki me ngā hōtaka e poipoi ake ai i ngā matea ake o aua ākonga. Ka whakatairangatia te ahu whakamua a ngā ākonga i te wā e āta tautokona ana rātou, ā, e whai wāhi mātātoa ana rātou ki ngā akoranga whai pūtake. 

Te Reo

Me whakarite i te aronga rautaki ki te whakapiki ake i te reo Māori. Ka kōrero Māori ngā kaiako me ngā kaumātua, ka whakaako hoki mā te reo o Ngāruahine, ka akiaki rātou i ngā ākonga ki te whakamahi i ngā kupu me ngā kīanga, ā, he pai hoki tā rātou whakatauira i ngā hanganga reo. Heoi, he maha ngā ākonga e uru mai ana ki te kura me te paku mōhio noa, te kore mōhio rānei ki te reo Māori. Me whakawhanake i tētahi tino rautaki reo Māori kua āta whakaraupapahia, ā, e arotahi ana ki te whakapakari i ngā puna kupu me ngā pūkenga reo ā-waha o ngā ākonga, me ngā mahi nahanaha a ngā kaiako ki te whakaako reo. Ka whai hua ngā ākonga i te wā e āta whakamaheretia ana, e āta whakatinanahia ana ngā whakaakoranga. 

Āhuatanga Ako

Kāhore i te rawaka ngā mahere marau. Ka atawhai, ka whakaaro nui, ka manaaki hoki ngā kaiako i ngā ākonga, ā, kei te tino mōhio rātou ki ngā ākonga. Engari, tērā ngā tūāhuatanga o ō rātou mōhiotanga me ō rātou pūkenga hei whakatairanga ake, mō te whakaako i ngā ākonga o ngā tau 1 ki te 8. Me hāpai ake ki te whakatinana i ngā mahere, te aromatawai, me te aromātai e hāngai ana ki Te Aho Matua me Te Marautanga o Aotearoa. Kua tīmata noatia ngā whakawhanaketanga e pā ana ki te whakamahere me te aromatawai i te reo matatini, ā, kāhore anō kia whakamātauhia, kia aromātaihia. Me whakatōpū ake i te whakaako me te ako i te pāngarau, ā, kāhore he whakamahere ōkawa, he aromatawai ōkawa rānei kia puta ai te tika me te pono o ngā kōrero urupare ki ngā ākonga me ō rātou whānau. Me whakawhanake, me whakatinana hoki i ngā mōhiotanga me ngā rautaki mō ngā reanga matarau me ngā whakaakoranga, ngā akoranga hoki i whakahāngaitia ai. Kāhore ngā matea ako takitahi, takirōpū hoki o ngā ākonga e whakatutukihia ana. 

Te Kāwana me te Ārahitanga 

Me tino whakapai ake i ngā pūnaha me ngā tukanga e pā ana ki te whakahaeretanga o te kura me te tari. E whakawhanake ana ngā kaitiaki i ngā māramatanga ki ō rātou tūranga kāwana me ā rātou kawenga mahi. Ka toro atu rātou ki te tautoko e whai hua ana, ā, e mōhio ana rātou he nui tonu ngā mahi hei whakatutuki ki te āta whakarite i ngā pūnaha me ngā whakaritenga e whai hua ana. Kua whakatakotohia te nuinga o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. Engari, me whakatinana i nāia tonu nei i ētahi o ngā whakaritenga matua e pā ana ki te haumaru, tae atu ki ngā akoako ohotata, ki te whakahaere i ngā tūāhuatanga e noho whakamōrearea ana, me te whakatutuki i te tukanga arowhai a ngā pirihimana i ngā kaimahi. 

Me whakapai ake i te arotake whaiaro, i ngā mahere, i te aromatawai, i te aromātai hoki hei āta whakatau i te poipoitanga o ngā matea ako o ngā ākonga. Ko tētahi tino whakawhanaketanga matua, ko te whakapakari i ngā pūkenga o ngā kaiako katoa i roto i te aromatawai i te ako me te whakaōrite, me tā rātou whakamahinga o ngā whakaaturanga aromatawai. Me pūrongo auau hoki i te ahu whakamua me ngā paetae a ngā ākonga ki ngā whānau me ngā kaitiaki, hei āta hāpai i a rātou ki te whakatau i ngā whakaritenga mā ngā mōhiohio. I tēnei wā, kei te whakamōrea te āheinga o ngā ākonga ki te whakatutuki i te kīanga e meatia ana ‘Tahuti atu ki te Ao’. 

5 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua i te arotake, i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Whānau me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i aua 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.

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 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
• ngā rēhita kaiako
• te tukanga whakatū kaimahi
• te whakaunu, te aukati, te pana me te whakarerenga
• te tae ā-tinana atu a ngā ākonga ki te kura. 

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

• whakarato i te tātaringa o ngā tūmomo rerekētanga katoa ka puta ki waenga i te āhua mahi o te kura me ngā whāinga, ngā tūmanako, te aronga, ngā kaupapa matua, me ngā taumata i whakatakotohia ai ki te tūtohinga o te kura
  [s134 (1)(a) Te Ture Mātauranga me te Whakangungu 2020]
• whakamahi i ngā mōhiohio aromatawai o te kounga pai, me te pūrongo ā-tuhi māramarama nei ki ia ākonga me ōna mātua, mō te āhua o tana ahu whakamua me ana paetae i roto i te reo matatini me te pāngarau, i ngā wā putuputu e rua o te tau, pūputu ake noa rānei 
  [Regulation 21 of Education (School Boards) Amendment Regulations 2022]
• 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 aromatawai, me te ahu whakamua, ngā paetae hoki a ngā ākonga 
  [s138(1) Te Ture Mātauranga me te Whakangungu 2020]
• whakatinana i ngā whakaritenga e tika ana mō te whakahaeretanga o ngā pūmanawa tāngata, tae atu ki:

1. te whakatutukitanga o te arowhai a ngā pirihimana i ngā kaimahi i mua i te tīmatanga o te tangata ki te mahi ki te kura; me
2. te whai whakaaro ki ngā mōhiohio i te arowhai a ngā pirihimana, hei āta tātari ina āe rānei, kāhore rānei he tangata ka whakamōrearea pea i te haumaru o ngā tamariki ina mahi ia ki te kura.
   [Education and Training Amendment Act 2023, Children’s Act 2014]

• 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 whakatina ākonga, 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 (Whakatina Ākonga) 2023]
• āta whakarite i te whakatutukitanga me te tuhi haere o ngā akoako ahi me ngā akoako hōneatanga i ia te wā 
  [s127 (1)(b) Te Ture Mātauranga me te Whakangungu 2020; Te Ture mō te Hauora me te Haumaru i te Mahi 2015]
• āta whakatau i te whakamōhiotanga me te tuhi haere i ngā whara me ngā maiki
  [Ngā Herenga ā-Ture mō te Hauora me te Haumaru i te Mahi 2015]

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga, te poari, me Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa kia toro atu ngā kaiārahi o te kura ki te tautoko tonutanga me te ārahi tonutanga o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ki te whakatutuki i ngā take i tautuhia ai ki tēnei pūrongo. 

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

25 Pipiri 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

‘Ma te whenua ka ora ai te tangata’

Te Kura Kaupapa Māori o Tamarongo is a Years 1-8 kura in Ōpunake, within the boundaries of Ngāruahine. They are a kura Te Aho Matua and have close relationships with Te Kōhanga Reo o Te Namu, Ōrimupiko Marae. The kura has had Statutory Intervention since 2017 and since 2021 the intervention support has been provided by Te Runanga Nui o Ngā Kura Kaupapa Māori o Aotearoa (TRN). ERO has worked with the kura over this period. There is a new board and tumuaki in place since the ERO April 2020 review report.

3 Evaluation Focus

To what extent do students meet the expectations of the kianga ‘Tahuti atu ki te Ao’?

Students are in the very early stages of developing skills to meet whānau expectations and aspirations.

4 Findings

Ngā Iwi

Whānau prioritise students knowing who they are and to whom they connect. All students are related through whakapapa. They connect to the land, marae and whānau around their maunga. They enjoy practicing and singing waiata and mōteatea that connect them to Taranaki and Ngāruahine. The whānau have been deliberate in providing learning opportunities within the immediate and wider Taranaki region. Kaumatua share history and stories of the area, these experiences provide authentic learning for students. The kura attend community events. Students have made a significant contribution, alongside kaumatua, by leading the formal opening of the local pump track. Students are learning who they are and where they come from. 

Te Ao

Whānau provide experiences that extend student knowledge of the Māori world and the wider world. Students participate in a wide range of education outside the classroom that builds on their experiences and knowledge. Attending university graduations, Te Papa and visits to Parliament expose students to opportunities and to role models outside of the local community. Both historical and contemporary Māori views of the world are incorporated in to learning experiences. Students are learning their iwi stories and about well-known people of Taranaki.

Key Next Steps

Te Ira tangata

Students require further support to develop positive communication and problem-solving skills. There are a considerable number of students that have additional and specific social and learning needs. Te Aho Matua wānanga should support whānau and kaimahi to develop strategies and programmes that better cater to these students’ particular needs. Student progress is enhanced when they are well supported and are actively engaged in meaningful learning. 

Te Reo

Increasing te reo Māori requires a strategic approach. Kaiako and kaumatua kōrero Māori and teach in the dialect of Ngāruahine, they encourage students to use words and phrases and model language structures well. However, students who enrol at the kura often have limited or no knowledge of te reo Māori. There is a need to develop an explicit te reo Māori strategy that will focus on building students’ vocabulary and oral language skills and kaiako deliberate acts of language teaching. Students benefit when teaching is well planned and implemented.

Ahuatanga Ako

Curriculum planning is insufficient. Kaiako are nurturing, empathetic, caring and know their students well. However, their knowledge and skills for teaching students in Years 1-8 requires improvement. Further support is needed to implement planning, assessment and evaluation aligned to Te Aho Matua and Te Marautanga o Aotearoa. Te Reo Mātātini planning and assessment is in the very early stages of development and is yet to be trialled and evaluated. Mathematics teaching and learning requires better coordination, there is no formal planning or assessment in place to provide valid and reliable feedback to students and their whānau. Knowledge and strategies for multi-level and differentiated teaching and learning needs to be developed and implemented. Student’s individual and group learning needs are not being met.

Governance and Leadership

Administrative and management systems and procedures require significant improvement. Trustees are developing understandings of their governance roles and responsibilities. They access useful support and are aware there is considerable work to be done to establish efficient systems and practices. Most health and safety policies and procedures are in place. However, some key safety practices need immediate implementation, including emergency drills, managing potential hazards, and completing police vetting for staff. 

Self review, planning, assessment and evaluation requires improvement to ensure students learning needs are catered for. Building all kaiako capability in assessing learning and moderating and using assessment findings to inform teaching and learning is a key development need. Regular reporting of student progress and achievement to whānau and trustees is also needed to assist them to make informed decisions. Currently, students' ability to achieve the kianga ‘Tahuti atu ki te Ao’ is compromised.

5 Whānau Assurance on Legal Requirement

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.

Actions for Compliance

To meet compliance requirements they must: 

• provide an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter 
  [Section 134(1)(a) Education & Training Act 2020]
• use good quality assessment or aromatawai information to report, in writing and plain language, to each student and their parents on their progress and achievement in literacy and mathematics or te reo matatini and pāngarau at least twice a year
  [Regulation 21 of Education (School Boards) Amendment Regulations 2022]
• maintain an ongoing programme of self-review in relation to policies, plans and programmes including assessment and student progress and achievement
  [Section 138(1) Education & Training Act 2020]
• ensure suitable human resource management practices are implemented, including:
  (a) obtaining a Police vet before a person starts work at the school and, 
  (b) considering the information contained in the Police vet to assess whether the person would pose a risk to the safety of children if the person were to carry out work at the school
  [Education and Training Amendment Act 2023, Children’s Act 2014]
• 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 2023]
• ensure regular fire and evacuation drills are undertaken and documented 
  [Section 127(1)(b) Education and Training Act. The Health and Safety at Work Act 2015]
• ensure notification and record keeping of accidents incidents
  [The Health and Safety at Work Act 2015].

6 Recommendation

ERO, the board and TRN recommend that the kura leaders seek ongoing support and guidance from TRN to address the matters identified in this report.

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

25 June 2024

7 Information about the kura