Te Kura Mana Maori Maraenui (2023)

Ngā Whakaaturanga

1 Te Horopaki

He aha ngā āhuatanga whai take o tēnei kura, e whai pānga ana ki te akoranga a ngā ākonga?

Ko Hikarutai te tipuna i tohua e Apanui

Kia nōhia e ia te pā kāinga o Otukani i Maraenui

He uri mātou nō rātou, te hunga i takea mai i Hawaiki

Ko Toi te Huatahi te mātāmua, ko Tini o Toi ngā uri whakaheke

i marara atu rātou i te whenua

Kei Maraenui kei te rohe o Te Whānau a Hikarukutai e tū ana Te Kura Mana Māori o Maraenui. Kei runga ake i a ia ko te kōhanga reo o ngā mokopuna o te rohe. Ka heke whakararo atu i te kura ko te marae, ā, hīkoi tonu atu ki tātahi ki te taha moana me ōna wai karekare, wai ngarue. Ko te nuinga o ngā tamariki e haere mai ana i Opotiki, i Te Kaha me ngā nōhanga whānau i ngā papa kāinga kei te huarahi ki te raki, ki te tonga rānei o Maraenui.

Ko te wawata nui o ngā mātua, o ngā kuia koroua o te kura kia ako ngā tamariki, mokopuna i te reo Māori, i ngā tikanga tūturu ā te iwi. He mea motuhake hoki kia mātau ngā tamariki ki ngā whakaritenga me ngā tikanga tūturu o te hāhi Ringatū. Ko tōna otinga, kia tū pakari, kia tū māia ngā tamariki i runga o tō rātou mātau ko wai rātou, nō hea rātou, e ahu pēhea ana rātou i tēnei ao hurihuri, i tēnei ao whānui, i tō rātou ake ao Māori. Kia tū manawa whakahī ngā uri a Te Whānau a Apanui.

Kua takoto ki Te Aho Matua o te kura ko ngā mātāpono e whai take ai, e whai pānga ai te ako a ngā tamariki ki ngā kaupapa motuhake kua mātua whakaritea e te iwi mā ōna uri whakaheke.

• ko te reo Māori te reo matua o te kura
• kia pūmau ki ngā āhuatanga o Maraenui tonu
• kia eke te kupu whakaari a Te Matua Tangata
• he whakapūmau i te whanaungatanga o te kura me tōna rohe, e rangapū ai te hunga e whai ana i te mātauranga
• kia matemateaone tētahi ki tētahi; kia ngākau māhaki te tangata, kia ngākau nui i te aroha
• he whakahoro papa āhuru tikanga e hōkai ai te tapuwae tangata ki tōna toa rangatiratanga
• kia mātauria ai ngā whakairo mōhio i runga i tōna pūmautanga, kia eke ki ngā tihi teitei o te taumata
• kia tupu ngā āhuatanga tuku iho o tōna pūmanawa, kia ū hoki tōna tūranga tangata whenua
• kia piripono, kia piri pūmau te whanaungatanga o ngā kaiako, o ngā kaimahi, o te poari, o ngā mātua me ngā kaitiaki, ki te iho o tōna kaupapa Māori.

Inā te waimārie o ngā tamariki kia noho tata, kia noho piri ki ō rātau kuia, koroua e rangona ai te hā, te wairua o te ako a te tamaiti i te taha o ōna mātua tīpuna.

2 Te Ako

He pēhea te kaha o te kura ki te whakatītina kia eke te angitū o te ākonga Māori – kia whai wāhi, kia ahu whakamua, kia whai paetae?

Nā te kaha o ngā kaumātua ki te whakatō i te kākano hei hiki i te oranga o ngā tamariki, i ngangana ai te kura ki te tiaki i ēnei kākano, ā, kia eke ki ngā taumata tiketike o te mātauranga. He tikanga anō hoki tō ngā mātua, arā, ki te tuku i ngā tamariki ki te kura i ia te rā. Koinei tētahi o ngā tino tauira o ngā hua ka puta i runga o te āta mahi ngātahi.

I whakaritea ko Ngā Tikanga me o ngā Āhuatanga Māori te arotahi mō tēnei arotake. I roto i te kaupapa nei i kitea te mana o ngā kaumātua, te mātauranga o ngā kaimahi, te aroha o ngā mātua ki te tautoko i te whakatinanatanga o te oranga whānui o ngā tamariki. Nā te mahi tahi o ēnei rōpū ka puta hāngai ēnei whakaritenga e whai ake nei, ki ngā tamariki:

• te oranga reo hei kōrero
• te oranga wairua hei whakatau
• te oranga tinana hei whakapakari
• te oranga tangata, kia whai mauriora
• te oranga whānau, hei whakanui i te mana o te whānau
• te oranga hinengaro, te hiringa o te mahara

Kei roto i ēnei oranga te whānuitanga o ngā tikanga e pupū ake ana. Ko te reo Māori te kaikawe o ngā tikanga. Ko te wairua o ia kupu e whakamārama ana, e pupuri ana i te kounga o aua tikanga.

3 Te Marautanga

He pēhea rawa te whai take o te marautanga a tēnei kura i runga o te whakatītina me tōna tautoko i te akoranga a ngā ākonga?

Oranga reo Ko te reo Māori te reo matua o te kura

Te Reo Māori. Nā runga o te kounga o ngā pūkenga o ngā kaiako ki te whakaako mā te huarahi o te reo Māori e puāwai tonu ai te reo, puta noa i te kura. E tū pakari ana ngā tamariki ki te reo kōrero, ki te pānui, ki te tuhituhi, ki ngā mahi whakaata. Kei te āta wetewetekia e rātou ngā kupu kia mārama ai te kitea atu o te hōhonutanga me te hononga ki te horopaki ako. He koi ki te whakatika, ki te tūhono haere ki ētahi atu kaupapa, ki te whakarite rerenga kōrero, ki te whakaputa whakaaro hei tākoha ki te hunga whakarongo, hunga mātaki rānei. He āta whakarongo ki ngā kōrero ā ngā kaumātua e whakamārama ana i ngā kupu hou. I konei kua rongo te taringa me te ngākau i te wairua o ngā kupu kei ngā ingoa o ngā tīpuna, kei ngā whakapapa, kei ngā nōhanga ā-iwi, arā, mai i ngā kōrero tawhito, ngā taonga tuku iho ā ō rātou mātua, tīpuna. Me hāngai te kōrero, ka mutu, me mīharo ake ki te pakari o te reo o ngā tamariki.

Kei ngā kaupapa toi pūoro tētahi whakaaturanga mīharo e hāngai ana ki te pūāwai o te reo o ngā tamariki. Inā kē te mātau ki ngā taonga whakatangitangi, ki ngā taonga pūoro. Kia hāngai pū ai ki te ao o te tamaiti, kua tū tētahi rōpū whakatangitangi. Ko tāna ko te whakangahau, ko te ngākaunui i te tangata ki tēnei tūmomo kaupapa, tūmomo reo - te reo o te waiata, o te pūoro.

Oranga wairua Kia eke te kupu whakaari a Te Matua Tangata

Te Hāhi Ringatū. Inā te tū pakari o ngā tamariki ki ngā āhuatanga katoa o Te Hāhi Ringatū. E kitea ana hoki te mana o ngā kaumātua ki te whakaako, ki te whakamātau, ki te whakamārama, ki te poipoi, ki te manaaki i ngā tamariki. Kei a rātou te pātaka pupuri i ngā tikanga. Ka haere tonu te whakaako a ngā kaiako kia mōhio, kia mārama ngā tamariki ki te anga o Te Matua Tangata. He mātau, he pakari ngā tamariki ki te ārahi i ngā karakia whakatau wairua. Nā te mārama ki te kaupapa kāore e roa ka mau ngā kupu, ā, ngāwari noa te tuku i ēnei i roto i ngā karakia. Ko ngā hua, ko ngā painga ka hāngai tonu ki ngā tikanga tuku iho ā ngā mātua, tīpuna, arā:

• ko ngā pūkenga kaiārahi
• ko te wairua o te hari, o te koa
• ko te wairua katakata, wairua ngahau
• ko te ngākau māhaki
• ko te ngākau nui ki tō rātou iwi, ki a Te Whānau a Apanui.

Ko ngā manako, ko ngā wawata o ngā kaumātua e pā ana ki te hāhi kei ngā ringaringa o ngā tamariki, mokopuna o Maraenui. Ka riro mā ngā whakatipuranga o te iwi e pupuri, e tiaki, e tuku ngā tikanga me ngā āhuatanga e pā ana te hāhi ringatū, ki a rātou tamariki, mokopuna hei tōna wā.

Oranga tinana Kia pūmau ki ngā āhuatanga o Maraenui tonu

Te taiao. Inā te maha o ngā kōrero e pā ana ki ngā taiao o Maraenui tonu hei ako ki ngā tamariki. Kei te mātau ngā tamariki ki ngā maara o te whenua, arā, o te ngahere, o te moana, o te awa me ngā wai, tae atu ki te maara o te kāinga. Kei ēnei maara katoa ko ngā tikanga, ko ngā karakia, ko ngā tohu kia ora ai te tangata. Kua tīmata kē ngā kaumātua ki te kōrero ki ngā tamariki i ngā ähuatanga o te tao kai. Kua āhei tō rātou kitenga, tō rātau whakapā atu ki ēnei momo kai, kia rongo i ngā karakia me ngā tikanga. He huhua ngā haerenga ā ngā tamariki. Ko te maara huawhenua i Whitianga tērā, ko te noho i te akau i Hāwai tērā. Kei te whakahokia mai ngā kōrero o te taiao hei oranga tinana, kia mōhio ai ngā tamariki, mokopuna ki te pupuri tonu i ēnei tikanga. Kua mātau ngā tamariki ki te haepapatanga o te tiaki i te taiao. E akoako nei rātou i ngā tikanga o te taiao, ki āna pātaka kai, ki ngā pātaka e whai oranga ai te iwi.

Oranga tangata Kia tupu ngā āhuatanga tuku iho o tōna pūmanawa,

kia ū hoki tōna tūranga tangata whenua

Kia matemateaone tetahi ki tetahi. Kia ngākau māhaki te

tangata, kia ngākau nui i te aroha

Tikanga. E whakapono ana ngā tamariki ki ngā tikanga o te mauri ora. E ahu mai ana i ngā mātāpono ko te tiaki i ngā kaumātua, ko te whānui o te whanaungatanga, kia matemateāone tētahi ki tētahi. Kua taunga kē ngā tamariki ki ēnei āhuatanga. Nā ēnei tūāhua kei te mau tonu ngā uara me ngā tikanga. Kaore he awangawanga ki te whanonga o te tamaiti. E poipoia ana e ngā mātua kia tūmaia ai ngā tamariki ki te whakapakari i tō rātou ake mauri ora.

Oranga whānau Kia piripono, kia piri pūmau te whanaungatanga o

ngā kaiako, o ngā kaimahi, o te poari, o ngā mātua me ngā kaitiaki ki te iho o

tōna kaupapa Māori

Te mahi tahi, te noho tahi. E mātau ana ngā tamariki ko wai rātou, no hea rātou. Kua āta wānangahia ngā whakapapa, ngā pepeha, ngā papakāinga mā te huarahi o ngā horopaki o te marautanga a te kura. Arā anō hoki ngā kōrero e pā ana ki te marae, ki te whenua, ki ngā tūranga waewae. Ko te mea nui rawa kei te mōhio ngā tamariki ko ngā kaumātua te tuara o te whānau. Nā te whakapapa me ōna tīpuna ka puta te mana nui o te whānau. I ngā haerenga o te kura ka mahi tahi te whānau ki te tiaki i ngā tamariki, hei ārai, hei whakatūpato kei taka ki te hē, hei akoako, hei poipoi, hei awhi. Kei te mōhio ngā tamariki ki ngā tikanga o te mahi tahi. Ko te noho tahi tētahi wā pai rawa atu ki ngā kaiako. Ka rongo ngā tamariki i te reo Māori i te po, i te ao, i te pō, i te ao. Ko te arotahi o ngā haerenga ko ngā tikanga hei whakapiki, hei whakatau i te mauri ora o te katoa o te whānau.

Oranga hinengaro He whakahoro papa ahuru tikanga e hōkai ai te tapuwae tangata

ki tōna toa rangatiratanga

Te hiringa o te mahara

Whakamātau. Ko te pātaka ako a ngā kaiako e ārahi ana i ngā whakamātau, i te ahu whakamua me ngā taumata ako o ngā tamariki. Inā te ngākaunui o ngā kaiako ki te whakarite mahere ki te ako, ki te arotake, ki te aromātai i ngā hōtaka kia ū nga tamariki ki ngā taumata tiketike. Anei e whai ake nei ētahi o ngā rautaki ako e whakamahia ana i ia te wa. Ko te āta:

whakarongo; wānanga whakaaro; titiro; whiriwhiri; tuhi; pānui; kōrero.

Mai i ēnei rautaki ka mōhio te tamaiti māna anō e rapu, e whakarite, e whakaaro kia puta ai ko tōna māramatanga. He pukenga tino rangatira ēnei. He kaha ngā kaiako ki te ārahi, ki te tautoko, ki te āwhina, ki te whakanui. Ko ngā tohutohu he tauira nui ki ngā mātua, kia pērā anō hoki i te kāinga.

Kua tīmata kē te kura ki te whakamahi i Ngā Whanaketanga Rumaki Māori. Nā te aro nui o te tumuaki ki te āwhina i ana kaiako, nā tōna mātau ki te rangahau, ki te torotoro ki ētahi atu, e tau nei e ū nei te kaupapa. I puta te pūrongo i runga o Ngā Whanaketanga ki ngā mātua i te tau kua mahue ake. I whakapau kaha ia ki te whakamārama atu i te pūrongo ki ngā mātua, ā, ki te poari, e noho mōhio, e noho mārama nei te katoa. Ko ngā tamariki kei te mōhio kei hea rātou i runga o ngā taumata pānui, taumata pāngarau. Kei te mārama rātou me pēhea e taea ai te neke whakamua. Ko ngā mātua e mōhio ana me pēhea te āwhina i a rātou tamariki i te kāinga. He mahi nui, engari ko ngā hua, ko ngā painga ka puta ki te whai oranga, whai mātauranga tōtika o ngā tamariki. Ko rātou ēnei e nganga ana kia ahu whakamua, kia eke ki ngā taumata.

E kitea ana te ataahua o te taiao akoranga o ngā tamariki, mai i ngā akomanga, ki te papa whenua, ki ngā whare o te kura. Ka ū tonu, ka mau tonu te kura ki ōna haepapa kaitiaki e noho papai ai te āhua o te taiao.

4 Te Rōnakitanga o ngā Mahi a te Kura

He pēhea te āhua o te kura i runga o te rōnakitanga me te whakapakaritanga o āna mahi?

Ko ngā kaumātua, arā ngā kuia, ngā koroua o tēnei kura, o tēnei hapori, te whakaruruhau matua o te kura. I runga o ngā tikanga, ka noho ngātahi ngā kaumātua, te whānau, ngā kaiwhakahaere, ngā kaiako tae atu ki ngā tamariki, ki te pupuri i te mauri, i te mana, i te ihi me te wehi o te kura. Kei konei ka kitea te mātau, te pakari me te aro kotahi o te katoa kia mau tūturu ki ngā whakaritenga, ki ngā whakahaerenga o te kura. Kua mātau kē te kura ki te arotake i a ia anō. Ko te tirohanga nui, ko te aro whakamua, ko te titiro me pēhea e pakari ake ai ngā whakaritenga, ngā hua me ngā painga ka puta ki ngā tamariki. Ko te tamaiti, ko te mokopuna te pūtake o ngā kaupapa arotake, aromātai a te kura. Koinei te tīmatanga, koinei te mutunga o ngā mahi whakapakari, kia noho tūturu ngā mahi whakahaere ā te kura.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki te 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 ō 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 te 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;
• te whakaunu, te aukati, te pana me te whakarerenga;
• te tae ā-tinana atu o ngā ākonga ki te kura.

Ngā taunakitanga ki ētahi atu umanga

Kāore he whai pānga.

Hei ā hea te Tari Arotake Mātauranga arotake anō ai i te kura?

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i te whā ki te rima o ngā tau.

Findings

1 Context

What are the important features of this kura that have an impact on student learning?

Ko Hikarukutai te Tipuna i tohua e Apanui

Kia nohia e ia te pā kāinga o Otukani i Maraenui

He uri mātou nō rātou, te hunga i takea mai i Hawaiki

Ko Toi te Huatahi te mātāmua, ko Tini o Toi ngā uri whakaheke

I marara atu rātou i te whenua

Te Kura Mana Māori o Maraenui is located at Maraenui, Te Whānau a o Hikarukutai, hapū of Te Whānau ā Apanui. Te Kōhanga Reo o Maraenui is close by and provides learning in te reo Māori for the mokopuna of the area. Down from the kura is the marae and further on the ocean and it’s storehouse of kai for the whānau. A large number of students travel to the kura from Opotiki to the north and others from Te Kaha to the south.

The aspirations of parents and elders are for students to be educated in te reo Māori and the unique cultural values and beliefs of their iwi. It is important they are conversant with the teaching and practices of Te Matua Tangata. When they leave the kura the expectations are they will be strengthened in the knowledge of knowing who they are, where they are from and venture into the world beyond with confidence knowing about te ao Māori. They will be outstanding role models who will represent Te Whānau ā Apanui with pride.

The kura operates according to the kaupapa of Te Aho Matua o Te Kura o Maraenui. Whānau, hapū and iwi aspirations for students are well defined and are closely linked to Te Matua Tangata, te reo Māori and tikanga Māori pertaining to Te Whānau ā Apanui. The kaupapa of the kura provides clear direction for the provision of high quality teaching and learning experiences for students.

The kura adheres and aspires to the principles of Te Aho Matua o Te Kura o Maraenui:

• te reo Māori as the main language of communication in the kura
• commitment to the unique characteristics of Maraenui
• the spiritual philosophy and practices of Te Matua Tangata
• whanaungatanga within the kura and its local community to support teaching and learning
• the values of aroha, care, respect
• leadership roles and responsibilities
• support for individual students to reach their full potential
• nurture individual talents, develop tangata whenuatanga, prepare students for hapū and iwi leadership roles and responsibilities
• belief and commitment to whanaungatanga amongst teachers, staff, board, parents and kaitiaki
• maintaining the essence and ethos of its kaupapa Māori.

2 Learning

How well does the kura promote Māori success – engaging, progressing and achieving?

The drive and enthusiasm of the elders to nurture the language and its values and beliefs, to raise the total wellbeing of students motivate and prompt the kura to sustain this development and support students to reach their potential. Parents’ important role is to ensure students attend kura every day. The outcome demonstrates the success of an agreed collaborative partnership.

The whānau chose Ngā Tikanga me Ōna Āhuatanga Māori as the focus for this review. Within this kaupapa the kaumātua are acknowledged as the respected keepers of cultural knowledge, the teachers the professional educators and the parents who care for their children work together to promote the total wellbeing of the student. This partnership has contributed to the focus of this kaupapa planned for the students:

• The wellbeing of te reo for communication
• The wellbeing of the spirit for peace of mind
• The wellbeing of the body to perform effectively
• The wellbeing of individual to be well and healthy
• The wellbeing of whānau to care for each other
• The wellbeing of the intellect to learn

Within this wellness the breadth of tikanga is described. Te reo Māori is the vehicle for tikanga. The spirit in the words clarifies and holds the quality of tikanga.

3 Curriculum

How effectively does this kura curriculum promote and support student learning?

Te reo Māori has sustained and maintained the high quality of the language throughout the kura. The students are competent and confident speakers, readers and writers in te reo Māori. They analyse words to gain a better understanding of their meaning and how they link to contexts of learning. They confidently correct, apply learning to other kaupapa to discuss phrases and to express ideas with others or to an audience. They listen intently to kaumātua as they explain the meaning of new words. It is during these times they hear the words and experience the spirit in these words as they are emerge in names of tipuna, whakapapa and their association to other iwi. Old stories handed down from their parents and grandparents are precious. Kōrero is focused resulting in high student capability in te reo.

Music clearly demonstrates the capability of students in composition. They are accomplished musicians. They respond well to the music of their peers through the kura band. Students entertain and produce waiata using language that relate to their world of music.

Oranga wairua Kia eke te kupu whakaari a Te Matua Tangata

Te Matua Tangata. Students are competent and confident in all practices about Te Matua Tangata. Kaumātua teach these practices, and monitor students’ progress. Tikanga underpin learning and teaching. Kaumātua are sensitive, nurturing and guide students well. Teachers support their learning by using this context as a way to explore and discuss vocabulary, analyse sayings and terms and link ideas to other contexts. The karakia of Te Matua Tangata are used daily along with the waiata and himene to settle students at the beginning of the day. Students lead these well. They have a good understanding of this practice and are able to learn and contain the kōrero, waiata and himene over time. The outcome aligns well to tikanga handed down from parents, grandparents and great grandparents which are:

• Leadership skills
• The spirit of joy and laughter
• The spirit of happiness
• Humility
• Love and loyalty to their iwi Te Whānau ā Apanui

The hopes and aspirations of kaumātua are that the sustainability of Te Tangata Matua will be left in the hands of their mokopuna, their children and those that are yet to come.

Physical wellbeing Kia pūmau ki ngā āhuatanga o Maraenui tonu

The environment. There is a lot of information to share with students about the environment of Maraenui. Students are already familiar with the gardens of the land such as the forest, the sea, the river and waterways to the garden of each home. Each of these has particular karakia and signs that enable sustenance for the people. Kaumātua have already begun to talk about ways of preserving food, they have observed and tasted. Students have heard karakia recited and tikanga described. The students have been on many visits such as the special maara kai at Whitianga, they have camped at Hāwai. Experiences in their environment have an important part in the preparation and harvest of natural food for physical wellbeing. Students learn about these and endeavour to support and protect the maintenance of tikanga. The maintenance of a healthy environment will produce food for the whānau.

Oranga tangata Kia tupu ngā āhuatanga tuku iho o tōna pūmanawa, kia ū hoki

tōna tūranga tangata whenua

Kia matemateaone tetahi ki tetahi. Kia ngākau māhaki te tangata,

kia ngākau nui i te aroha

Tikanga. Students support the tikanga of caring for each other. This is highlighted in the philosophy and principles of the kura. They include taking care of kaumātua and the extended whānau, looking after each other. Students already practise these. They uphold these tikanga. There are no issues with behaviour. Parents take good care of their children as they grow and develop their own wellbeing.

Oranga whānau Kia piripono, kia piri pūmau te whanaungatanga o ngā kaiako, o

ngā kaimahi, o te poari, o ngā mātua me ngā kaitiaki ki te iho o

tōna kaupapa Māori

Te mahi tahi, te noho tahi. The students know who they are and where they come from. They have studied whakapapa, pepeha, papa kāinga through contexts in the marau of the kura. Learning about the marae, the land, and their whānau property is included. Most importantly they know kaumātua are important members of the whānau. Their whakapapa and their parents and grandparents, provides strength for the whānau. While on kura excursions everyone works together to take care of the students to protect them from harm, to teach and nurture them. Students know the values of working together. Teachers enjoy being with the students during these times. Students hear te reo Māori throughout the day and night. A focus of these excursions is to take care of the whānau and their wellbeing.

Oranga hinengaro He whakahoro papa ahuru tikanga e hōkai ai te tapuwae

tangata ki tōna toa rangatiratanga

Te hiringa o te mahara

Assessment. Teachers use a range of assessment tools to monitor student’s progress and achievement. They are conscientious about planning, assessing, reviewing and evaluating learning programmes to consistently raise student achievement. A range of successful strategies include focused:

listening, exploration and debate, observation, summarising, writing, reading and speaking

Through these, students know they must search, prepare and accept challenges to help them make good decisions with understanding. These are important skills. Teachers provide guidance, support and help to develop these skills. These are modelled well for parents so they can continue at home.

The kura has begun using Ngā Whanaketanga Rumaki Reo. The effort of the principal to seek support, to search for information has enabled her to provide constructive assistance for her teachers to successfully implement this initiative. They reported to parents using Ngā Whanaketanga the previous year. Prior to reporting a number of meetings were held with parents and board members to better understand the reporting process. Students know where their achievement levels are in literacy and numeracy. They also know how to progress to the next level. Parents know how they can help their children at home. It is a difficult task, however, the outcomes for students is positive. They have the desire to achieve.

The total environment is conducive to learning including both the indoors and outdoors. The grounds and buildings are well maintained for the students. The kura demonstrates a high standard of care for their environment.

4 Sustainable Performance and Self Review

How well placed is the kura to sustain and continue to improve and review its performance?

The kaumātua and kuia and this community are central to the wellbeing of this kura. The tikanga of kaumātua, the whānau, the teachers, administrators and the students, together hold the mauri, mana ihi and wehi of the kura. The combination of determination and strength to sustain and maintain the work of the kura is evident. The kura already actively practise regular self review activity. The focus on how the kura can improve its performance, to better serve the students is at the forefront. The wellbeing of the student is the heart of the work of the kura.

Board assurance on legal requirements

Before the review, the board of trustees and principal 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:

• 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
• stand-downs, suspensions, expulsions and exclusions
• attendance.

Recommendations to other agencies

Not applicable

When is ERO likely to review the kura again?

ERO is likely to carry out the next review in four-to-five years.

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

30 June 2012

About the Kura