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1. Te Horopaki

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

E tū ana Te Kura o Kokohuia ki Castlecliff, kei Whanganui. He mārō te hononga o te whānau me ngā tauira ki te awa o Whanganui me ōna kōrero haumako. E rūmakitia ana ngā tamariki i roto i tētehi taiao te reo me ngā tikanga Māori. Ko Kokohuia School te ingoa o te kura i mua. Kua whakapūmautia he tumuaki hou nō te wā o te arotake a Te Tari Arotake Mātauranga o mua.

Ka mahitahi te tumuaki, te pōari o ngā kaitiaki me ngā kaimahi ki te iwi o te takiwā, Tupoho, ki te āwhina i te whakatinanatanga o te rautaki ako-ā-iwi. Ka mahitahi rātou ki te tautoko i ngā tauira ki te ako mō ngā iwi o te rohe, te reo, ngā hapū me ngā marae. Kei te whakaaro tahi te iwi me te kura mō te āhua o ngā tauira ka whakapōtaingia me ngā tikanga whakahaere e mau nei i ngā āhuatanga e tūmanakotia ana, ngā painga me ngā pūkenga e tūmanakotia ana i roto i ngā ika-ā-whiro o Whanganui.

2.  Te Ako

He pēwhea te kaha o te kura ki te whakamahi i ngā paetae ākonga kia whai hua ake anō ai te whai wāhi, te ahu whakamua, me te eke angitu o ngā ākonga?

He pai te whakamahia o ngā kōrero raraunga a ngā tauira mō te wāhi ki ngā rautaki nui hei whakapakari i te kuhutanga mai me te akotanga ā ngā tauira.

Kua whakanikotia e ngā kaiako ngā tikanga aromatawai. He nui ngā akoranga mātanga kua whakaratohia hei tautoko, hei whakangungu hoki i ngā kaiako ki te whakahaere i Ngā Whanaketanga Rūmaki Māori. Kua whakapakaritia e ngā kaiako te āhua o tā rātou kohi, tātāri, whakakōrero, āta wānanga hoki i ngā kōrero angitū. E mea ana ngā raraunga i tēnei wā kāore te nuinga o ngā tauira i te eke ki te taumata i wawatia ai mō te angitū i roto i ngā mahi pāngarau me ngā mahi tuhituhi mai i ngā tau 1-10. Ahakoa ka toko ake te māharahara i ngā raraunga nei, e mōhio pū ana te poari, ngā kaimahi, me ngā kaiarahi me whakatere e rātou i te putanga o ngā tauira ki te angitū. Kei te tumuaki me te poari ngā kōrero tika mō ngā akoranga a ngā tauira me te angitūtanga puta noa.

Kua rautakitia e te poari, e te tumuaki, e ngā kaiarahi hoki te rongoā ki te whakaora i te ngoikore o ngā angitūtanga o ngā tauira i roto i ngā pāngarau me te tuhituhi. E hāngai pū ana ngā whāinga me te whakakitenga a te kura ki te whakapiki i ngā angitūtanga. He mārama ngā pae tata o te tūtohinga, tatū atu ki ngā rautaki me te mahere-ā-tau. Ko te kokenga me te angitūtanga o ngā tauira te poutokomanawa o ngā whakatau a te poari.

Kei te kaha ake te tautoko mai a te whānau ki te whakapiki i ngā angitūtanga o ngā tauira, ā, he mea nui tēnei ki te poari me ngā kaimahi o te kura. Kua whai hua te rautaki whānui a te kura ki te whakapiki i te nui o ngā putanga angitū, e rite tonu ai te pūrongo i te kokenga o ngā tauira me ō rātou tūmanako mō te whakapiki i ngā angitūtanga tauira.

E whakaae ana te poari, te tumuaki, me ngā kaimahi me tere aro rātou ki te angitūtanga o ngā tauira i roto i te Tiwhikete-ā-motu mō ngā Akoranga Angitū (NCEA). He iti noa ngā kōrero mō te kokenga o ngā tauira me te angitū i roto i te (NCEA). Nō reira kāore e taea e te poari me te tumuaki te āta whakatau i ngā whakaaro mō te hōtaka a te wharekura.

3. Te Marautanga

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

E tīmata ana te marau ki te whakatairanga me te tautoko i ngā akoranga ki ngā tauira.

E tino whai hua ana ngā tauira i roto i ngā akoranga mā roto mai i tētehi marau māori nei, haumako, hāngai hoki e wāia nei rātou, e hono nei rātou hoki. Kua pakari pai te marau, ā, he pai te whakaūtanga. Kua mārama te āhua o te tauira ka puta i te kura me te hāngaitanga ki te rautaki ako a te iwi. He mea nui te whakapakari me te whakarite i ngā tauira kia tino whai wāhi ai ki te taiao o te iwi.

E tino kuhu ana ngā tauira ki te ako, ā, e hikaka ana ki te eke ki ngā taumata. E tupu ana te aroha i roto i ngā tauira ki te ako. E mōhio ana rātou he aha ngā mahi me ngā pae tata hei whakamau mā ratou ki te koke tonu. E aro ana, e manawa tītī ana hoki ngā tauira ki te ako.

He whai hua ki ngā tauira ngā horopaki o te ako. Ka whakamahia e ngā kaiako ngā akoranga a ngā tauira kua toko kē mai hei whakawhanake i ngā wheako ako pai, whakakorikori hoki. Kei te whakarato ngā kaiako i te wā ki ngā tauira ki te mahitahi ki tangata kē atu i roto i ngā āhuatanga huhua i roto ki waho hoki o te akomanga. E hāngai ana ngā mahi akoranga ake ki ngā hiahia ako o ngā tauira. He whānui te whakamahia o ngā mea pāpaho me ngā hangarau i roto i te akomanga ki te tautoko i ngā akoranga mā ngā taumata katoa. Kua whakaūngia, e mau tonu ana hoki te noho o tētehi taiao ako pai, hāngai hoki. He pai ki ngā tauira te noho i te kura me te ako.

E mārama pai ana ngā kaiako ki te marau a te kura. He pai te whakarākei mai me te whakaūtanga. Ko te akiaki i te tauira kia arohaina te ako te tūāpapa o ngā mātāpono o te marau. E whā ngā tino mātāpono o ngā kōiwi o te marau; Te Tūnga Ahurei, te iwitanga me te tūakiritanga, Te Marautanga o Aotearoa me te rautaki ako a te iwi. E whai whakaaro ana ngā mahere ki ngā tika katoa. E whakatitinatia ana i roto i ngā tohutohutanga kaimahi, i ngā hui kaiako me ngā wā o te aromihi, ngā tūmanako mārama nei mō te mahere i te marau. Ka whai wāhi ngā tauira ki ngā hōtaka ako kua tika te maheretia.

Ka tohua e ngā kaiako ngā rauemi me ngā huarahi hei whakakipakipa, hei wero hoki i ngā tauira. Ka whakakuhu rātou i ngā tauira ki ngā akoranga whai hua kua tika te maheretia. Ka tautoko, ka whakatauira, ka mātakitaki hoki ngā kaiako i ngā akoranga a te takitahi me ngā rōpū. He māmā te nekehanga o te marau. Kua whakamārōtia i roto i ia akomanga tētehi ahurea ako whakakorikori, whakamataara, whakakōtahi hoki. Nā te tapatahi o te aro ki ngā angitūtanga o te pāngarau me te tuhituhi mō ngā tau 1-10 e kitea ana ngā tino hua mō ngā ākonga me tō rātou angitū. He ākonga ihuoneone, hikaka, takitahi hoki ngā tauira.

Kua whakahoungia te aro ki te hauoratanga. Ka whakapau kaha ngā kaiako, ngā kuia me ngā mema o te whānau ki te whakarato i tētehi taiao manaaki, poipoi hoki mō ngā tauira. E tāpiri ana ki ngā kaupapa hou ko te huarākau-ā-kura, ko te miraka mō ia rā, me te karapu parakuihi. He mea nui tonu ki te kura te oranga wairua me te hauora o ngā tauira.

4. Te Rōnakitanga o ngā Mahi a te Kura

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

E taea ana e te kura te mau tonu me te whakaniko i tā rātou tū i roto i ngā arotake whaiaro.

E tino māramatia ana te whakamahinga o ngā tukanga arotake whaiaro kia haere tonu ai ngā whakanikotanga. E whakamahia ana te putanga o ngā arotake whaiaro ki te whakatau whakaaro. Ko te aro i runga i ngā taunakitanga kōrero ki te whakatau whakaaro te tūāpapa o te whakapakaritanga o te kura. Ka whakamahi te tumuaki me te poari i ngā kōrero arotake whaiaro hei tohu i ngā mea whakahirahira hei whakawhanake. E pūmau ana, e aro ana hoki ngā whāinga mō ngā angitūtanga o ngā tauira ki te whakapiki i ngā angitūtanga mō ngā tauira katoa. E mātakitia ana te kokenga ki te whakatutuki i ngā whāinga nei i roto i te wā. Kua kitea e te poari ngā tautoko e hiahiatia ana me ngā rauemi hoki e whai pānga ana ki te kuhu, ki te koke me te angitū o ngā tauira.

Kua whakarerekēngia e te arotake whaiaro te whakahaeretanga o ngā kaimahi kia kounga ai ngā putanga ki ngā tauira. He pai te whakatairangatanga o te rangatiratanga hōrapa i ngā kaiako katoa o te kura. E kitea ana e whakamomori ana ngā kaiako ki te whakapiki i te kounga o ngā akoranga ki ngā tauira. He pai ki ngā tauira te noho mai o te marau me te aro ki ngā akoranga māori, ōkawa hoki.

He mārama te whakakōrero mai i te noho o te whakaitenga me ngā uara ō te kura. E mārama pai ana ki te poari ngā mea whakahirahira me ngā rautaki ki te whakapiki i te angitūtanga o ngā tauira. Ahakoa he hou ētehi o ngā mema o te poari ki ō rātou tūranga, ā, e ako tonu nei i ngā āhuatanga mō te whakahaere kura, e koke tonu ana, ā, he pānga pai o tēnei āhuatanga ki te ekenga o ngā tauira. E tino tautokona ana te tumuaki e tētehi poari manaaki me ngā kaimahi.

He autaia te tumuaki i roto i tōna tūranga. E tino tautokona ana ngā kaiako i roto i te whakapakaritanga o a rātou tikanga mahi, ā, he rite tonu tā rātou whai wāhi atu ki ngā whakawhanaketanga me ngā whakangungutanga. He nui ake te whakaaro ō ngā kaimahi ki a rātou mahi whakangungu, ā, he pai te whakamahinga o ngā aromihi ki te mātakitaki i te tū a ngā kaiako. E whakatinana ana te poari, te tumuaki me ngā kaiako i ngā pūkenga ki te whakarongoā i ngā māharahara e pā ana ki ngā angitūtanga i roto i ngā pāngarau me te tuhituhi.

Kua whakatangetange rīaka te tumuaki, te poari me ngā kaiarahi ki ngā whakawhakanaketanga mā ngā kaiako. Kua whakarato rātou i ngā ruemi ki te whakaniko i ngā taiao ako. He pai te wairua o ngā kaimahi. He pai, e pakari kē atu ana te ahurea ako e aro nei ki te angitūtanga me te kotahitanga. E rongo ana ngā kaiako i te tino tautoko. E aro ana ngā tauira ki te mahi, e kuhu ana, e hikaka ana hoki ki te ako.

Ngā Whakaritenga Matua ka Whai Ake

I te wā o te arotake a Te Tari Arotake Mātauranga, i puta i te tumuaki me te poari ngā taunakitanga e whai ake nei:

• kia rangahaua e te poari ngā āhuatanga whakangungu e tūwhera ana ki a rātou hei whakamomona i tō rātou mōhio ki ō rātou tūranga me ā rātou kawenga
• kia pai ake te whakamahinga o ngā mahere rautaki kia tinana ai a rātou whāinga
• kia arotakengia e te poari te hōtaka a te wharekura, tae atu ki ngā tohu, ki ngā pūnaha whakarākai me te whakaūtanga
• kia rite tonu te mahi a ngā kaiarahi ki te āta whakaao mārama i te rehurehutanga me te pono o ngā pūrongo mō te angitūtanga o ngā tauira i roto i te (NCEA) me Ngā Whanaketanga Rūmaki Māori.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

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

Te Whakarāpopototanga

E tū ana Te Kura o Kokohuia i Castlecliff, kei Whanganui. He Māori katoa ngā tauira, ā, e whakarūmakitia ana i tētehi taiao te reo me ngā tikanga o Whanganui. He pai te whakamahinga o te arotake whaiaro e te poari me te tumuaki kia tika ai ngā whakataunga mō te whakapiki i ngā angitūtanga o ngā tauira. E hāngai tonu ana tā rātou aro kia mau tonu ki ngā whakanikotanga. E kuhu ana ngā tauira ki te ako, ā, he pai ki a rātou te haere ki te kura.

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

Ka arotakengia anō e Te Tari Arotake Mātauranga i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

1. Context

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

Te Kura o Kokohuia is in Castlecliff, Whanganui. Whānau and students have a strong affiliation to the Whanganui river, and its rich heritage. Students are immersed in a te reo and tikanga Māori immersion environment. The kura was previously known as Kokohuia School. Since the previous ERO review, a new principal was appointed.

The principal, board of trustees (board) and staff work collaboratively with the local iwi, Tupoho, to help realise the iwi education strategy. They work together to support students to learn about the local iwi history, language, hapū and marae. The iwi and the kura share a graduate profile and cultural standards that documents the expected characteristics, qualities and skills desired from a kura graduate in Whanganui. Students benefit from the collaboration of iwi and kura leaders.

2. Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Student achievement information is used well at a strategic level to improve student learning and engagement.

Teachers have improved assessment practice. Significant professional support and training has been provided for teachers on how to manage Ngā Whanaketanga Rūmaki Māori. Teachers have improved the way that they gather, analyse, interpret and moderate achievement information. Current data shows that most students are achieving below their expected levels of achievement in numeracy and literacy from years 1-10. While the data is concerning, the board, staff and senior leaders are well aware of the need to accelerate student achievement. The principal and board now have good information about student learning and achievement overall.

The board, principal and senior leadership team has responded strategically to address poor student achievement in numeracy and literacy. Strategic goals and the future direction of the kura is focused on raising achievement. The charter, including strategic and annual plan have clear actions. Student progress and achievement is central to board decision making.

Whānau support for raising student achievement is getting stronger, and is a high priority for the board and kura staff. This kura-wide approach for improving achievement outcomes has positioned the kura well to regularly report on student progress and their expectations for improving student achievement.

The board, principal and teachers acknowledge that student achievement in the National Certificates of Education Achievement (NCEA) requires urgent attention. There is limited information about student progress and achievement in the NCEA. Consequently the board and the principal is not able to make evidence based decisions about the wharekura programme.

3. Curriculum

How effectively does this school’s curriculum promote and support student learning?

The kura curriculum is beginning to promote and support student learning.

Students benefit significantly in learning from a rich, relevant, local cultural curriculum that they are familiar with and connect personally. The kura curriculum is well developed and implemented. There is a well defined graduate profile that links to the iwi education strategy. Student’s development and preparation as active participants in their iwi environment is given importance.

Students are actively engaged in learning and motivated to achieve. Students are developing a love of learning. They know what to do and the next steps they need to take to progress. Students are focused and determined to achieve.

Contexts for learning are meaningful to students. Teachers use student’s prior knowledge to develop learning experiences that are interesting and stimulating. Teachers provide opportunities for students to work with others in a variety of ways within and between classes. Deliberate acts of teaching target students learning needs. A wide range of media and technology is used in classrooms to support learning for all levels. A positive, constructive learning environment is established and maintained. Students enjoy being at the kura and learning.

Teachers have a clear understanding of the kura curriculum. It is well designed and implemented. Encouraging students’ love for learning is the underpinning principle of the curriculum. There are four key elements in the kura curriculum framework; Te Tūnga Ahurei, culture and identity, Te Marautanga o Aotearoa and the iwi education strategy. Teacher planning reflects all key components. The clear expectations for curriculum planning are reinforced in the staff manual, staff meetings and during appraisal. Students experience well planned programmes of learning.

Teachers identify content and approaches that motivate and challenge students. They engage students in well planned and meaningful learning. Teachers assist, model and monitor learning for individuals and groups. Transitions between curriculum areas are smooth. A stimulating, highly responsive and collaborative learning culture is established in all classrooms. A refined approach for literacy and numeracy achievement across Y1-10 is proving highly effective for learners and their success. Students are active, enthusiastic and independent learners.

There is a renewed focus on wellbeing and healthy living. Teachers, kuia and whānau members make every effort to provide a caring and nurturing environment for students. New initiatives include fruit in schools, daily milk and a breakfast club. Students’ holistic wellness and wellbeing is an ongoing kura priority.

4. Sustainable Performance

How well placed is the school to sustain and improve its performance?

The kura is able to sustain and improve its performance through self review.

Self review processes are well understood and used to inform ongoing improvement. Self review findings inform decision. An evidence based approach to decision making now underpins kura development. The principal and the board use self review information to identify priorities for development. Student achievement targets are set and aim to raise the achievement of all students. Progress toward meeting these targets is monitored over time. The board has targeted the necessary support and resources needed to make a significant impact on student’s engagement, progress and achievement.

Self review has lead to reorganisation of staffing to maximise quality outcomes for students. Leadership is promoted well across the kura amongst all teachers. Teachers demonstrate a strong commitment to raising the quality of student learning. Students enjoy a balanced curriculum focussed on both cultural and academic learning.

The kura vision and values are clearly articulated, understood. The board is very clear about the priorities and strategies to raise student achievement. While some board members are new to their roles and continue to learn about governing a kura, progress is steady and is having a positive impact on student success. The principal is well supported by a supportive and proactive board and staff.

The principal is effective in her role. Teachers are well supported to develop their professional practice and have access to ongoing professional development and training. There is greater professional accountability and appraisal is used well to monitor teacher performance. The board, principal and teachers demonstrate the capability to address the concerns about student achievement in numeracy and literacy.

The principal, board and the senior leadership team have invested significantly in professional development for teachers. They have provided resources to improve teaching and learning environments. Staff morale is positive. There is a positive tone and growing culture of learning, focus on achievement and unity. Teachers feel well supported. Students are on task, engaged and energised to learn.

Key Next Steps

During the course of the review ERO, the principal and the board developed the following recommendations that:

• the board would seek out training opportunities to further enhance their knowledge about their roles and responsibilities
• the board make greater use of strategic planning to realise their goals
• the board review the wharekura programme including access to qualifications, system design and implementation
• senior leaders continue to refine and improve the clarity and accuracy of reporting about student achievement for both the NCEAs and Ngā Whanaketanga Rūmaki Māori.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school 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 students' 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.

Conclusion

Te Kura o Kokohuia is in Castlecliff, Whanganui. All students are Māori and are taught within a te reo and tikanga o Whanganui context and immersion environment. The board and principal use self review effectively to make sound decisions about raising student achievement. They maintain a focus on ongoing, sustainable improvement. Students are engaged in learning and enjoy being at kura.

When is ERO likely to review the kura again?

ERO is likely to carry out the next review in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori