Te Kura Kaupapa Maori o Horouta Wananga

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 

E tū ana Te Kura Kaupapa Māori o Horouta Wananga ki Tūranga-nui-a-Kiwa. Kua hono atu ki Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, ā, e whakarato ana i te mātauranga ki ngā ākonga o ngā tau 1 ki te 13. Ka uru atu ngā ākonga me ngā kaimahi katoa ki ngā wānanga e pā ana ki ngā whakaakoranga o Te Maru-a-Rongo, hei huarahi ki te mātakitaki me te whakatinana i ngā uara motuhake o Te Aho Matua. He tino hononga tō te kura ki te marae o Te Poho-a-Rāwiri, ki te pūtake o Titirangi. 

3 Te Aronga o te Aromātai 

He pēhea rawa te whakaatu atu a ngā ākonga i te kiritau, i te ngākau titikaha whaiaro, i te kiritoa, me ngā pūmanawa o te ārahitanga i āta whakawhanakehia ai? 

He tino ngākau titikaha ō ngā ākonga, ā, ka whakaatu i papai o te kiritau me te kiritoa, i a rātou e whakawhanake ana i ngā pūmanawa o te ārahitanga e whai kaha ana, e whai hua ana hoki. 

4 Ngā Whakaaturanga 

E whai wāhi atu ana ngā ākonga ki tētahi taiao e āta poipoi ana i te kaha o te whanonga papai. E whakanui ana, e whakaute ana hoki te whānau i te whai pānga o Te Maru-a-Rongo ki te poipoi i te ngākau titikaha o ā rātou tamariki hei ākonga. Ka whai wāhi matua ngā kaiārahi o te kura ki te āta whakatau i te noho rite o ngā ākonga ki te toro atu ki ngā mōhiotanga me ngā mātauranga mā ngā karakia, ngā pao, ngā mōteatea, me ngā waiata i te tīmatanga o ia rā. Tae atu ai ngā kaimahi katoa ki taua wānanga, ā, kei te mātātoa tā rātou ārahi, tō rātou tautoko hoki i ngā ākonga i aua wā. Ka whakatauira, ka whakaatu hoki ngā tuākana i ngā whanonga e tika ana, ā, ka hāpai, ka mātakitaki hoki i ō rātou tēina, puta noa i te tangongitanga o ngā horopaki. Ko ngā ākonga e mau ana i ngā matea kanorau, ka whai wāhi mātātoa atu ki ngā mahinga i te kura. He kaha ō rātou kaitiaki ki te akiaki i a rātou, ā, ka whai atu i te rerekē haere o ngā matea o aua ākonga. Ka aro nui atu rātou ki ngā ākonga. Ka kitea ki ngā ākonga tō rātou noho rite ki te ako - ā-wairua, ā-whatumanawa hoki. 

He tino mātau ngā kaiako ki te kōrero i te reo Māori, ā, he tino tauira rātou o te reo mō ngā ākonga. He mātau anō hoki ngā ākonga ki te kōrero i te reo Māori e tika ana mō ō rātou reanga me ō rātou taumata whanaketanga reo. Kei te māoriori, kei te māhorahora hoki ngā whakawhitinga kōrero a ngā ākonga ki ō rātou hoa me ō rātou kaiako. E whakatauira ana Te Pou Marau i te rere o te whakahua me te mita, ā, ka toro atu hoki ki ngā mātauranga tuku iho hei whakahura i te hōhonutanga me te matatini o ngā ariā kua whakatōngia ki te reo Māori. Ka rongo ngā ākonga i te wairua o te reo. Ka ū ngā kaiārahi o te kura i ngā tino tūmanako mō te whakawhanaketanga me te whakamahinga i te reo Māori. Ka whakatauirahia e ngā kaimahi te kounga o ngā whakawhitinga kōrero ki waenga i a rātou anō, ki ngā ākonga, ā, ki ngā whānau hoki. Ka whanakehia e ngā ākonga ngā tino pūkenga ki te whakawhitiwhiti kōrero mā te reo Māori. 

Ko te tuakiri o te tamaiti tētahi uara matua o Te Aho Matua. I whakatūngia a Horouta Wānanga hei poipoi i ngā whānau nō ngā iwi me ngā hapū o te Tai Rāwhiti. Ko ngā whakaakoranga a ngā tīpuna rongonui, me ngā mōhiotanga, ngā mātauranga hoki o ngā iwi kei te tino pūtake o te marau. Ki tā te whānau, nā te kaha o te whanaungatanga me te mōhiotanga ki ngā tikanga me ngā kawa, e ako ana ā rātou tamariki ki te tū hūmārie me te tū pakari i roto i tō rātou tuakiri Māori. Ka poipoi mātātoa atu ngā kaiārahi i ngā tūmanako me ngā wawata o te whānau. Koia nei tētahi pūkenga o te kura. Ko te tautoko o ngā kaumātua me ngā kuia e whai pānga matua ana ki te whakawhanaketanga o te kura. Ko te tae atu o te kura ki te tangihanga o tētahi kaiako o mua, e tohu ana i te mātau o ngā ākonga ki ngā kawa o te marae. I te whakaute, i te whai whakaaro nui hoki rātou. Ka kitea ki ngā ākonga tō rātou tino manawa whakahī mō ō rātou whānau, ō rātou hapū, me ō rātou iwi. 

I ia rā, ka ako ngā ākonga i tō rātou tū ki te ao Māori me te hapori whānui. Ka whiwhi rātou i ngā whakaakoranga o Te Pou Marau mā te kaha o te whakaute me te noho whakaaweawe. Ko tāna, he whakamārama mārika i ngā ariā e poipoi ana i te mōhiotanga o ngā ākonga ki ngā matatini o te ao wairua me te ao tūroa. Ko aua mātauranga ka kawea hoki ki te āhua tonu o te atawhai o ngā ākonga i tō rātou kura. Ka ākina tā rātou tū hei kaitiaki o te taiao e karapoti ana i a rātou. Ko te papai o ngā hua ka puta i ngā whakaakoranga i te kura, ka whakatauirahia ki te whakatūnga o ngā kaupapa pakihi iti. Nā te toro atu ki ngā pūkenga me ngā mōhiotanga o ngā raukura, kua riro i a rātou ētahi tohu pakihi. Ko te whakauru i ngā uara, ngā whakapono, me ngā whakaritenga ki ngā wāhi mahi o ngā raukura o mua, he whakatinanatanga anō hoki o ngā whakaakoranga o Horouta Wānanga. E ai ki te whānau, kua whai pānga papai te wairua o te kura ki te ako a ā rātou tamariki. Ka ngana ngā ākonga, ā, ka whai oranga i te pūtahi o te ao Māori me te ao hurihuri nei. 

He kaiuru mātātoa ngā ākonga ki ngā akoranga. Ahakoa e arotahi ana ki ngā tikanga me te tuakiri o ngā ākonga, e tohu ana ngā hōtuku i ngā whakatutukitanga papai o ngā ākonga. E āta whakaarohia ana ō rātou matea ako. Ka āta whakatau ngā kaiārahi me ngā kaiako o te kura i te noho rite o ngā ākonga mō ngā akoranga o te rā. Ka whakarangatiratia Te Pou Marau mā roto mai i te hapori Māori. Ka whai pānga nui ia ki te āhua tonu o te kawe a ngā ākonga i a rātou anō ki te taha o ētahi atu. Ko ‘Whakaiti, kia iti’ tētahi tino uara e whakatinanahia ana e ngā ākonga ki roto, ki waho hoki i te akomanga. Kua whakaritea e ngā kaiako ngā mahinga mārama e hāpai ana i te whakahaeretanga o te akomanga. Nā tēnā, kua taunga ngā akoranga ki ngā ākonga, ā, ka whai wāhi mātau atu ki ngā mahi i whakaritea ai e ngā kaiako. Ko ngā taunekeneke me ngā hononga o ngā kaiako ki ngā ākonga, he mārie, he tautoko hoki o roto. Ka toro atu ngā wheako akoranga ki tua atu i te kura. Ko ngā kaupapa ā-ahurea, ā-taiao, ā-hapori hoki, ko te taetae atu hoki ki ngā kaupapa i te marae – tae atu hoki ki ngā tangihanga – ka whai wāhi katoa ki te whakawhānuitanga ake o ngā tirohanga ako a ngā ākonga. Kei te mātātoa, kei te ngana hoki ngā tamariki hei ākonga. 

E tino tautokona ana te whakatutukitanga o ngā ākonga i te hiranga ā-mātauranga, ā-ahurea. Ka whakamanahia te mātanga o ngā kaiako e ētahi atu kura, ā, ka tukuna ā rātou ākonga ki Horouta Wānanga mō ngā akoranga e pā ana ki ngā kaupapa motuhake. Ka whakamahere ngā kaiako i ngā hōtaka akoranga e arotahi ana ki te ākonga, ā, ka puta ngā paetae ākonga o ngā taumata teitei. Ka eke angitu rātou i roto i ngā akoranga tino auaha e hāpai ana i a rātou ki te whakaputa i ō rātou ngākau nuitanga me ō rātou pūmanawa, i roto i te kura, ā, i te hapori, i te rohe whānui hoki. Ka whakamihia, ka tohua hoki rātou i ia te wā i roto i ngā whakataetae ā-rohe e whakanui ana i tā rātou pāuaua. Ka whiwhi ngā ākonga o te tau 9 me te 10 i ētahi o ngā whiwhinga o Te Taumata Mātauranga ā-Motu kua Taea mō te reo Māori ki te Taumata 3. Ko ngā ākonga i te Taumata 1 me te Taumata 3 e eke ana ki tua atu i te toharite ā-motu, ā, mō te tau 2023, ko te 100% te whiwhinga o te tiwhikete whakauru whare wānanga. 

E tino whai hua ana ngā kaiārahi ki te whāngai i ngā tikanga me te reo Māori. Ka whakatinanahia e ngā kaiārahi te hūmārie, te manaaki, me te aroha mō ngā ākonga, ngā kaimahi, me te whānau. Kei te takune te aronga nahanaha ki te whakapakari i ngā pūkenga e pā ana ki ngā whakaritenga ngaio, ngā tikanga, me ngā whakatinanatanga o Te Aho Matua. E whai hua ana ngā pūnaha whakahaere, ā, he mārama ngā aratohu me te takohanga ki ngā tūmanako. He hononga pū ki te tirohanga me te huarahi tikanga whakaaro o te kura. He kaha te whakawhirinakitanga me te mahi ngātahi e kitea ana ki waenga i ngā kaiārahi, ā, he tūāhuatanga hoki ka puta i ngā ākonga me ngā whānau. Kei te pūtake o ngā whakataunga, ko te whakamahere mō te tauatanga me te whakapakari i ngā pūkenga. Ka aro matua ki te waiora, te ngākau titikaha, me te kiritau o ngā ākonga. He pakari ngā mahi e ārahi ana i te whakawhanaketanga me te whakapuakitanga o te marau. He aronga ki te waiora torowhānui o ngā ākonga me ngā kaimahi. Ka whakatairangatia e ngā ākonga ngā pūmanawa o te tino ārahitanga. 

Ngā Whakaritenga Matua ka whai ake

Me whai whakaaro ake ki te tautoko o te taha kāwana i te ārahitanga. He nui ngā tūmomo pūkenga ō ngā kaitiaki poari o tēnei wā, ā, ka hāpai i te whakawhanake tonutanga o te kaupapa me ngā kaimahi. Ka kitea te nui o tā rātou whakaū me tā rātou whakawhirinakitanga ki te aronga rautaki o te kura. Engari, i tēnei wā, kei te kawe ngā kaiārahi i ētahi o ngā mahi kāwana, ā, e pā tōraro ana ki tō rātou waiora. E noho pūmau ana te poari ki te tautuhi me pēhea te whakatika wawe i taua tūāhuatanga. 

Ko te whakatupu i ngā pūkenga ngaio o ngā kaimahi tētahi aronga matua. He tokomaha ngā kaimahi o te kura teina e whakangungu ana ki te whai i te tohu whakaako, kua tīmata noa rānei hei kaiako. Waihoki, ko tētahi wero tonu, ko te tokoiti o ngā kairīwhi me ngā kaimahi kua whai tohu e wātea ana ki te whakakī i ngā tūranga. E tino tautokona ana te whakatupu o ngā kaimahi Tūranga Whakaako Whai-herenga ki te whakatupu i ō rātou mōhiotanga me ō rātou pūkenga. E wātea ana ngā hōtuku e pā ana ki te ahu whakamua me ngā paetae a ngā ākonga, ā, ka aro nui ki te ārahi me te whakaraupapa i ngā matea whakawhanaketanga ngaio. Ka taea te whakaako me te ako te whakatairanga ake, i ngā kaiako e whakawhanake tonu ana i ō rātou mōhiotanga ngaio me ā rātou whakaritenga ngaio. 

5 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua i te aromātai, 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 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 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

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia whai whakaaro te poari me te whānau ki ngā huarahi ka māmā ake i te nui o ngā mahi a ngā kaiārahi, me te whakarato i te tautoko tonutanga e whakapakari ai i ngā pūkenga ngaio o ngā kaimahi hou me ngā kaimahi rangatahi tonu. 

Tiwana Hibbs
Toka ā Nuku 
Te Uepū-a-Motu – Māori Services

23 Kohitātea, 2025

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 Kaupapa Māori o Horouta Wananga is in Tūranganui. They are affiliated to Te Runanga Nui o Ngā Kura Kaupapa Māori and provide education for students from Years 1–13. All students and kaimahi attend wānanga based on the teachings of Te Maru-a-Rongo as a process to observe and practice the distinct and unique values of Te Aho Matua. The kura has a close affiliation to Te Marae o Te Poho-a-Rawiri which sits at the base of Titirangi.

3 Evaluation Focus

How well do students show self-esteem, self-confidence, self-discipline and well-developed qualities of leadership?

Students are highly confident and display positive self-esteem and self-discipline while developing qualities of strong and effective leadership.

4 Findings

Students experience a learning environment where high levels of positive behaviour are clearly nurtured. Whānau acknowledge and respect the influence Te Maru-a-Rongo plays in nurturing their children’s confidence as learners. Kura leaders play a critical role in ensuring students are well prepared to retain information and knowledge through karakia, pao, mōteatea, and waiata at the beginning of each day. All staff attend this wānanga and are proactive in guiding and supporting students during this time. Tuākana model and demonstrate appropriate behaviours and provide assistance and supervision of their taina across a range of contexts. Students with diverse needs participate fully in kura routines. Their kaitiaki are encouraging and take their lead from the changing needs of these students. They are receptive and responsive. Students demonstrate they are spiritually and emotionally ready for learning.

Kaiako are highly competent te reo Māori speakers who are ideal language role models for the students. Students themselves are competent te reo Māori speakers appropriate to their age and stage of language development. Engaging in conversations with their peers and kaiako are natural and free flowing. Te Pou Marau models fluency of pronunciation and diction while drawing on esoteric knowledge to reveal the depth and complexity of concepts embedded in the Māori language. Students hear and feel ‘te wairua o te reo’. Kura leaders hold high expectations for the development and use of te reo Māori. Kaimahi provide quality modelling of communication with one another, students and with whānau. Students develop as highly capable communicators of te reo Māori.

Te tuākiri o te tamaiti is a core value of Te Aho Matua. Horouta Wānanga was established to accommodate whānau from the various iwi and hapū of Te Tairāwhiti. The teachings of prominent tīpuna and iwi specific knowledge and wisdom is at the core of the curriculum. Whānau attest that the level of whanaungatanga, knowledge of ngā tikanga and kawa results in their children learning to be humble and strong in who they are as Māori. Leaders actively foster the hopes and aspirations of the whānau. This is a strength of the kura. Kaumātua and kuia support are integral to the kura development. The attendance of the kura at the tangihanga of a past kaiako showed how well versed the students were in marae protocol. They were respectful and considerate. Students exhibit a strong sense of personal pride in their whānau, hapū and iwi.

Students learn about their place in the Māori world and that of the wider community every day. They receive the teachings of Te Pou Marau with utmost respect and admiration. He brings clarity and understanding to concepts that foster students’ knowledge of the complexities of both the spiritual and natural worlds. This wisdom transfers to the way students treat their kura. They are encouraged to be the kaitiaki of their immediate surroundings. The results of the positive effects of the teachings of the kura is characterised though the establishment of small business ventures. And utilising the skills and knowledge of existing and past raukura has resulted in Business Awards. The transference of the values, beliefs and practices into workplaces of past raukura is a testament to the teachings of Horouta Wānanga. Whānau stated that the wairua in the kura has a positive impact on their children’s learning. Students are engaged learners and live at the interface between te ao Māori and contemporary society.

Students are active participants in learning. While the focus is on tikanga and te tuakiri of students, data shows that students are achieving well. Their learning needs are well considered. Kura leaders and kaiako ensure students are well prepared for the days learning. Te Pou Marau is a well-respected member of the Māori community. He has a major influence on the way students conduct themselves and the way they are in the presence of others. Whakaiti, kia iti is a prominent value that students demonstrate both outside and inside of classroom. Kaiako have established clear classroom management routines. This provides familiarity for students who diligently engage in tasks set by kaiako. Kaiako interactions and relationships with students are calm and supportive. Learning experiences reach beyond the walls of the kura. Cultural, environmental and community events, and attendance at marae activities including tangihanga, all contribute to broadening student’s learning perspectives. Students are active and engaged learners.

Students are very well supported to achieve academic and cultural excellence. Kaiako expertise is valued by other local kura who send students to Horouta Wānanga for instruction in specialist subjects. Kaiako plan student focussed learning programmes that result in student achievement that is of commendable standards. They achieve success in highly innovative lessons, that allow them to showcase their interests and talents, within the kura and in their local and regional communities. They regularly receive accolades and awards in regional competitions where their enterprise is highly valued. Years 9 and 10 students gain National Certificates of Educational Achievement credits towards Te Reo Maori to level 3. Students at levels 1 and 3 achieve above national norms and the attainment of university entrance was 100% for 2023. 

Leaders are highly effective in transferring tikanga and te reo Māori. Leaders exemplify humility, manaaki and aroha for students, kaimahi and whānau. There is a deliberate and strategic approach to building capability in professional, tikanga and Te Aho Matua practices. Management systems are efficient and provide clear guidelines and accountability of expectations. There are easily identifiable connections to the vision and philosophical direction of the kura. High levels of trust and collaboration are evident amongst leaders, which are transferred to students and whānau. Succession planning and capability building is at the forefront of decision making. Student well-being, confidence and self-esteem are prioritised. Strong leadership is provided for curriculum development and delivery. There is a focus on the holistic wellbeing of students and kaimahi. Students emanate qualities of strong leadership.

Key Next Steps

Governance support for leadership requires further consideration. Current board members bring a range of skills that contribute to the ongoing development of the kaupapa and kaimahi. They demonstrate a high level of commitment and trust in the strategic direction of the kura. However, currently leaders are undertaking governance roles which impact on their wellbeing. The board are committed to identifying how to address this as a matter of urgency.

Growing the professional capability of staff is a priority. A number of kura teina staff are either training to become qualified teachers or are beginning teachers. Furthermore, the shortage of relievers and available trained staff to fill vacancies is an ongoing challenge. Staff Limited Authority to teach are well supported to grow their knowledge and skills. Student progress and achievement data is available to guide and prioritise professional development needs. Teaching and learning can be further enhanced as kaiako continually develop their professional knowledge and practice.

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.

6 Recommendation

ERO recommend that the board and the whānau consider ways to ease leadership workload while providing ongoing support to build professional capability of new and young kaimahi.

Tiwana Hibbs 
Toka-ā-Nuku 
Te Uepū ā-Motu – Māori Review Services

23 January 2025

7 Information about the kura