EDUCATION REVIEW OFFICE
Te Kura o Te Paroa
Designated Character School
07 308 6652
34 Paroa Road, Whakatane
1 Ngā Putanga ki ngā Ākonga
E whanake ana ngā tamariki ki te tū hei kaiārahi. He aronga nahanaha ki te whakawhanake i ō rātou pūkenga me ō rātou pūmanawa ake, hei kaiārahi ā tōna wā i te kura, i ō rātou ake whānau, ā, i te hapū, te iwi, me te hapori whānui tonu. Ka whakarato ngā kaiako i ngā whai wāhitanga mō ngā tamariki ki te hono atu ki ngā tino tauira o te ārahitanga, mai i te whānuitanga o ngā tūmomo horopaki. He whai wāhitanga mō ngā tamariki ki te tū māia hei māngai mō te kura i ngā kaupapa i te hapori, me ngā kaupapa ahurea, hākinakina hoki. Ka hāpai anō hoki aua wheako i tā rātou whai wāhi atu ki ngā kaupapa i te takiwā, te rohe, me te motu whānui. Ka whakatauira ngā kaiako i te manaaki me te aroha ki ngā tamariki, puta noa i te whānuitanga o ā rātou tūmomo hōtaka akoranga. Ka ārahi anō hoki aua uaratanga i ngā tūmanako o te kura whānui, mō te āhua o ngā taunekeneke, inā koa, mō te noho hei tuakana, hei teina. Ka kitea te manawa whakahī me te whakaute o ngā tamariki.
He mātātoa te whai wāhi atu a ngā tamariki ki te whānuitanga o ngā tūmomo horopaki ako e whakanuia ai e rātou ngā whakatutukitanga o te hapū, te iwi, me te hapori. Ka pupū ake i ngā hōtaka akoranga, ko ngā whai wāhitanga ki te whakawhanake me te whakawhānui ake i te māramatanga o ngā ākonga ki ō rātou tūranga me ā rātou kawenga hei tangata whenua, ā, hei manuhiri hoki. Ka whakarite ngā kaiako i ngā huihuinga kia āhei ai ngā tamariki ki te tūhonohono ki ētahi atu iwi, me ētahi atu ahurea taketake o te ao. Nā aua wheako akoranga, ka whakanui, ka whakamana anō hoki ngā tamariki i ngā āhuatanga ake o ia tangata, o ia ahurea hoki. Ka kitea ki ngā tamariki tō rātou tautoko i ētahi atu, ā, i tō rātou whai whakaaro nui hoki ki ētahi atu.
Ka tūhonohono ngā tamariki ki ētahi atu. Kua whakaritea e te kura ngā whāinga rautaki kia noho matua ai te reo Māori me ngā tikanga o Ngāti Awa, me ngā hononga anō hoki ki te hapori whānui. Ko te pai o ngā hononga ki waenga i te poari, te tumuaki, ngā kaumātua, ngā kuia, me ētahi atu tāngata, e hāpai ana i a rātou ki te āta toro atu ki ngā tino tāngata, ngā tino rauemi hoki i roto i ngā hapū o Ngāti Awa. Ahakoa e whanake tonuhia ana te marau ā-kura, ka whakapuakihia e ngā kaiako ō rātou mātauranga nō roto o Ngāti Awa, hei ārahi i ā rātou hōtaka akoranga. Ka whakapakari ake anō rātou i ngā hononga Ngāti Awa, mā te whakauru i ngā horopaki ā-iwi ki te hōtaka ako, puta noa i te kura. Ka haereere ki ngā tino pou whenua, ā, he whai wāhitanga anō hoki ki te whakarongo ki ngā kōrero tuku iho me ngā whakapapa o ngā hapū, te iwi, me ngā marae, kia hōhonu ake ai ngā māramatanga. Ko te whai wāhi mai o te whānau tētahi aronga matua o ngā kaiako. Ahakoa he kaha te whai whakaaro nui o ētahi o ngā whānau ki ngā akoranga o ā rātou tamariki, ka arotahi anō hoki ngā kaimahi ki te whakapakari ake i te whai wāhi mai o ngā mātua ki te hōtaka akoranga. Ka mahi ngātahi ngā kaiako me te whānau ki te hāpai i ngā hōtaka mō te whakawhiti atu a ngā ākonga ki ngā kura tuarua. Ka kitea te tino aronga toi whenuatanga o ngā tamariki ki a Ngāti Awa, ā, ki te hapori whānui hoki.
Ko ngā putanga ki ngā tamariki tētahi kaupapa matua. He mārama ngā tūmanako mō ngā kaiako puta noa i te kura, i roto i ngā mahi e pā ana ki te whakamahere, te aromātai hōtaka, me te pūrongo i ngā paetae ākonga. Ka hui auau ngā kaiako me ngā kaiārahi matua, ā, e akiaki ana aua hui i ngā kaiako ki te whakapuaki i ngā rautaki ka whakapai ake i te kounga o te whakaako me te ako. Ka whakamahi ngā kaiako i tētahi tūāpapa ā-ipurangi ki te whakapuaki i ā rātou mahere me ō rātou whakaaro huritao mō te hōtaka. E hāpai ana tētahi hōtaka whakawhanaketanga ngaio i te whakapakaritanga ake o ngā kaiako i ō rātou mōhiotanga me ō rātou pūkenga. Ka whakapuaki ngā kaiako i ngā pūrongo ōkawa me ngā pūrongo ōpaki ki te taha o ngā mātua. Pūrongo ai ngā kaiārahi matua ia wā ki te poari, mō ngā whakawhanaketanga ki te marautanga, me te ahunga mai o ēnā i ngā paetae ākonga. Ko ngā tamariki kei te pūtake o ngā hōtaka akoranga.
Ka tāutuhia ngā matea ako o ngā tamariki. E whakamahi ana ngā kaiako i te whānuitanga o ngā tūmomo hōtuku ki te whakamahere i ngā hōtaka e aro ana ki ngā matea o ngā tamariki, ā, ka whakaaro nui ēnei ki ngā kaupapa papai, ngā ngākau nuitanga, me ngā pūmanawa ake o ia tamaiti. Nā te whakahāngaitanga o ngā hōtaka, ka hāpai, ka whakatōpū, ka whakawhānui hoki ngā kaiako i ngā akoranga. Ka akiaki ngā kaiako i te whakatinanatanga o ngā tamariki i ō rātou pūkenga ki horopaki ako kē atu. E whakarato ana rātou i tētahi hōtaka ngohengohe, ā, nā tēnei e āhei ana rātou ki te kapo atu i ngā whai wāhitanga ako ka pupū ake. He pārekareka ki ngā tamariki ā rātou akoranga / mahi, ā, e eke angitu ana.
E arotahi ana ngā kaiako me ngā kaiārahi ki te whakatairanga ake i ngā paetae ākonga i roto i te reo matatini me te pāngarau. E mōhio ana rātou, me tika te aromatawai i te ako me te ahu whakamua o te ākonga, i ngā akomanga rumaki reo Māori, me ngā akomanga auraki e whakaako ana mā te reo Pākehā. E haere tonu ana tētahi arotake ki te whakamahine i ngā pūnaha, me te whakapakari i te kounga o ngā paetae ākonga puta noa i ngā huarahi ako e rua. Ka aro taua arotake ki:
te tāutu i ngā huarahi aromatawai e tika ake ana mō ia huarahi ako
te whakawhanake i ngā hōtaka mō ētahi tino rōpū ākonga i tāutuhia ai, hei āta whakatutuki i ō rātou huarahi ako ake
te whakatairanga i ngā tukanga ka aru, ka aroturuki hoki i ngā paetae ākonga, i runga anō i te āhua o Ngā Whanaketanga Rumaki Māori me National Standards
te haere tonu i te whakawhanaketanga ngaio ka whakapakari ake i te āheinga o ngā kaiako ki te kohikohi, te whakaemi, me te tātari i ngā mōhiohio aromatawai.
Ka kitea e ngā tamariki ngā waiaro papai ki te ako me te oranga tangata. E pou herea ana ngā akoranga katoa ki ngā uaratanga o te kura, ā, ka whai whakaaro nui anō hoki ki te waiora ā-ahurea, ā-tangata, ā-mātauranga, ā-hinengaro hoki o ngā ākonga me ngā kaimahi. Ka whakapūmau te whānau me te poari i tētahi taiao haumaru, mauritau anō hoki, kia harikoa ai, kia hāneanea ai hoki ngā tamariki i a rātou e ako ana. Nā tēnei, he aronga ngātahi ki te whakapuaki i ngā āhuatanga katoa o ngā whakahaeretanga o te kura, tae atu ki te āta whakawhitiwhiti whakaaro, te whakamahinga o ngā whakaritenga whakatōpū, te whakatupu i ō rātou pūmanawa, te whakawhānui ake i ō rātou hononga, me te āta whakapūmau i te whai wāhi mai o te reo Māori me ngā tikanga. He mauritau ngā tamariki ki tō rātou taiao ako.
He whakakotahitanga tō te ārahitanga, ā, ka arotahi ki ngā paetae ākonga me te eke angitu o te ākonga. Ko te tohatoha i ngā kawenga ārahi e hāpai ana i te whakatōpū ake me te hīraurau hopanga ki waenga i te rōpū ārahi matua me ngā kaimahi. He pai te āhua o ngā kōrero a ngā mātua me ngā whānau mō ngā whakawhanaketanga i te kura, ā, kei te pūmau tō rātou aro nui ki te ārahitanga o te kura. He aronga rautaki ki te hāpai i te whakawhanaketanga o te ārahitanga i te kura, me te whakapā atu ki te tautoko o waho hei whakatairanga ake i te kounga o te mātauranga mō ngā tamariki katoa. He kawenga ngātahi ki te whakapai ake i ngā putanga ki ngā ākonga.
Te Aromātai o Roto
E whakatō ana te poari, te tumuaki, me ngā kaimahi i te tū auau o te aromātai o roto e arotahi ana ki te whakapai ake i ngā putanga ākonga. He whānui ngā tūmomo whakaritenga arotake whaiaro puta noa i ngā reanga katoa i te kura, mai i ngā akomanga, ki ngā aronga rautaki. Ko te pūrongo a te rōpū ārahi ki te poari ia wā e whakarato ana i ngā mōhiohio e hāpai ai i tā rātou whakatau i ngā whakaritenga e whai hua ana. Nā tēnei, ko ngā whakataunga e pā ana ki te ako ngaio me te whakawhanaketanga ngaio o ngā kaimahi, e aro nui ana ki ngā matea i tāutuhia ai. Kua tāutuhia hoki ngā rōpū tamariki hei āta hāpai ake, ā, ka tautokona ō rātou huarahi ako.
Ngā Wāhanga i tāutuhia ai e te kura hei whakawhanake ake
Kua tāutuhia e ngā kaimahi me te poari, ngā wāhanga matua hei whakawhanake tonu:
kia whakapūmau tonu i te pai o ngā hononga ki ngā mātua me ngā whānau, hei whakatairanga i ngā huarahi ako o ngā ākonga
kia arotake, kia whakamahine hoki ngā tukanga kura ka whakaōrite, ka tātari, ā, ka whakapuaki hoki i ngā paetae ākonga, puta noa i ngā akomanga rumaki reo Māori me ngā akomanga auraki
kia whakapakari i te whakatinanatanga o tā rātou marau ā-kura ki te kura, hei whakatairanga i ngā hononga ki waenga i te whānau, ngā hapū, me te hapori whānui.
2 Te Whakatau a te Poari ki ngā Wāhanga Tautukunga
I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Poari 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
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 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 ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
te haumaru ā-tinana o ngā ākonga
te rēhitatanga o ngā pouako
ngā tukanga ki te whakatū kaimahi
te whakaunu, te aukati, te pana me te whakarerenga
te tae ā-tinana atu a ngā ākonga ki te kura
te whakatutukitanga i te Ture Oranga Tamariki 2014.
3 Te Taunakitanga
E taunaki ana Te Tari Arotake Mātauranga kia tahuri te poari me te tumuaki ki te:
whakatairanga tonu i ngā whakaritenga e pā ana ki te arotake whaiaro, i a rātou e whakapakari tonu ana i ngā āhuatanga whakawhanaketanga i tāutuhia ai e rātou.
Hei ā hea Te Tari Arotake Mātauranga aromātai anō ai i te kura?
Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te aromātai whai muri o Te Kura o Te Pāroa i roto i ngā tau e toru.
Kaiurungi Whakaturuki Arotake Māori
21 Mahuru, 2017
1 Learner Outcomes
Children are developing as leaders. There is a planned approach to develop their skills and personal qualities to be future leaders in the school, within their whānau, and across hapū, iwi and the wider community. Teachers provide opportunities for children to meet leadership models from a range of different contexts. Children are given opportunities to be confident school representatives in community, cultural and sporting events. These experiences also support their participation at local, regional and national events. Teachers model manaaki and aroha for children throughout their different learning programmes. These values also guide school wide expectations for interacting with others and in particular as tuakana to their teina. Children show that they are proud and respectful.
Children actively participate in a range of learning contexts where they acknowledge and celebrate hapū, iwi and community achievements. Learning programmes provide opportunities to develop and extend students’ understanding about their roles and responsibilities as tangata whenua and manuhiri. Teachers plan exchanges for children to interact with other iwi and other indigenous cultures. These learning experiences allow children to value and appreciate individual and cultural differences. Children display that they are supportive and considerate of others.
Children create connections with others. The school has in place strategic goals that prioritise te reo Māori and tikanga of Ngāti Awa, and connections to the wider community. The positive relationships between the board, tumuaki, kaumātua and kuia and others, support them to gain access to key people and resources within the hapū of Ngāti Awa. Although the marau-ā-kura is still developing, teachers use their specific Ngāti Awa understanding, to guide their programmes of learning. They extend Ngāti Awa connections by including iwi contexts into the programme across the school. There are visits to significant landmarks and opportunities to hear the histories and whakapapa of the hapū, iwi and marae to strengthen understanding. Whānau engagement is a priority for teachers. While some whānau are actively interested in their children’s learning, staff also focus on strengthening the role of parents in the learning programme. Teachers and whānau work together to support transition programmes into secondary schools. Children display a strong sense of belonging to Ngāti Awa and the wider community.
Children’s outcomes are a priority. There are clear, school-wide teacher expectations for planning, programme evaluation and reporting student achievement. Regular meetings with senior leaders encourage teachers to share strategies to improve the quality of teaching and learning. Teachers use an online platform to share their planning and programme reflections. A programme of professional development helps teachers to build their knowledge and skills. Teachers share formal and informal reports with parents. Senior leaders regularly report to the board about curriculum developments based on student achievement. Children are the focus of learning programmes.
Children’s learning needs are identified. Teachers use a range of data to plan programmes that respond to children’s needs considering individual interests, passion and talents. Tailored programmes allow teachers to support, consolidate and extend learning. Teachers encourage children to apply their skills in other learning contexts. They provide a flexible programme which allows them to capture the unplanned learning opportunities as these arise. Children enjoy their leaning and are successful.
Teachers and leaders are focussed on raising student achievement in literacy and numeracy. They recognise the need to accurately assess student learning and progress across Māori and English medium classrooms. There is ongoing review to refine systems and strengthen the quality of student achievement data across the two medium. This includes:
identifying the most appropriate assessment tools for each medium of learning
developing programmes for target groups of students that best responds to their medium of learning
enhancing processes to track and monitor student achievement in relation to both Ngā Whanaketanga Rumaki Māori and National Standards
continuing professional development to build teacher capability about the gathering, collation and analysing assessment information.
Children display positive attitudes towards learning and wellbeing. All learning is underpinned by the values of the school, and considers the cultural, social, academic and spiritual well-being of students and staff. The whānau and board promote a safe, secure environment where children are able to be happy and comfortable as they learn. Consequently, there is a shared commitment to strengthen all aspects of school operations, including maintaining open communication, using collaborative practices, growing their capability, extending their networks, and embedding te reo Māori and tikanga. Children are secure in their learning environment.
Leadership in the school is inclusive, and focussed on student achievement and learner success. A distributive leadership approach supports greater collaboration and problem solving among the senior leadership team and staff. Parents and whānau speak positively about developments in the school and demonstrate confidence in school leadership. There is a strategic approach to support leadership development in the school and access to external support where appropriate to enhance the quality of education for all children. There is shared responsibility for improving learner outcomes.
The board, tumuaki and staff are embedding a culture of regular internal evaluation focussed on improving student outcomes. There is a range of self review practices across all levels in the school from the classrooms through to strategic directions. Regular reporting from the leadership team to the board of trustees provides useful information to support them with effective decision making. This has meant that decisions about professional learning and development for staff is responsive to identified needs. Target groups of children are identified and supported with their learning.
Kura-identified areas of development
The staff and board of trustees have identified key areas for ongoing development:
maintain effective partnerships with parents and whānau to enhance students’ learning pathways
review and refine school processes to moderate, analyse and share student achievement data across both Māori and English medium classrooms
strengthen the school-wide implementation of their marau-ā-kura to enhance relationships with whānau, hapū and wider communities.
2 Board assurance on legal requirements
Before the evaluation, the board of trustees and tumuaki completed the ERO Board 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:
management of health, safety and welfare
During the evaluation, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration and certification
processes for appointing staff
stand-downs, suspensions, expulsions and exclusions
compliance with the Vulnerable Children Act 2014.
ERO recommends that the board of trustees and tumuaki:
continue to enhance internal evaluation practices as they strengthen their self-identified areas for development.
When is ERO likely to evaluate the kura again?
The next ERO evaluation of Te Kura o Te Pāroa will be within 3 years.
Deputy Chief Review Officer Māori
21 September 2017