Te Kura Toitu o Te Whaiti-nui-a-Toi

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 15 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. August 2024

   13

   Counted while ERO’s review team was at the school. Education Review Office, report of 29 November 2024

2. 1 May 2019

   30

   Counted while ERO’s review team was at the school. Education Review Office, report of 28 June 2019

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 29 November 2024 — “Ngā Kitenga Arotake Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

ERO wrote this report in te reo Māori and in English. Both are here as ERO published them, in ERO’s order, untranslated.

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 Toitū o Te Whaiti-nui-a-Toi ki Minginui. E whakarato ana te kura i te mātauranga ki ngā tauira 15, mai i ngā tau 1 ki te 10. E rua ngā wāhi ako o te kura nei, ā, e whitu kiromita te wehenga o waenga. E whakarato ana i te mātauranga reo Māori ki ngā tauira tokowhitu o ngā tau 0 ki te 5, ki te hapori o Minginui. Tokoono ngā tauira e ahu mai ai i te tau 6, te tau 7, me te tau 9, ā, kei Te Whaiti rātou e kuraina ana ki te mātauranga ara reo Pākehā. Tokorua ngā kaiako ki ia wāhi ako, ā, e kawe ngātahi ana i ngā mahi whakaako. He tokomaha ngā mema o te poari me ngā kaimahi kua roa nei e whai wāhi atu ana ki te kura.

He pēhea rawa te whakaatu mai a ngā tauira i te angitu hei uri o Toi?

E whanake ana ngā tauira i te ngākau titikaha hei uri angitu o Toi.

4 Ngā Whakaaturanga

E ako ana ngā tauira ki tētahi taiao e pou herea ana ki ngā tikanga o Ngāti Whare. Ka hāpai ngā kaumātua i te tuku ihotanga o ngā mātauranga me ngā kōrero. Ko te whai wāhi atu ki ngā pōhiri, ngā waiata, ngā karakia Ringatū, ngā pepeha, ngā haerenga, me te marae, e whakapakari katoa ana i ngā pūkenga ahurea o ngā tauira, ā, kei te whakariterite i a rātou ki te hāpai i te hapori me te tū hei kaiārahi ā tōna wā, mā ngā pūmanawa o tō rātou tipuna, o Toi. Ko ngā pūmanawa o te tipuna, pērā i te tū hei kaitoro, e whakatinana ana i ngā mātauranga me ngā pūkenga waiwai e hāngai ana ki ngā tūmomo wāhanga o te marau. He whakaute tō ngā hononga, ā, kua pou herea ki te whakapapa me te whanaungatanga. E whanake ana ngā tauira hei kaitiaki o tō rātou hapū me tō rātou iwi.

Ka whakarato ngā kaiako i ngā taiao ako hihiri e arotahi ana ki te reo matatini me te pāngarau. E hāngai ana ngā mahere ki te Marau-a-Toi me Te Marautanga o Aotearoa. Kua whakatinanahia ki ngā mahi aromatawai papai hei whakawhanake, hei whakatinana i ngā wheako ako whakahihiri e kōkiri whakamua ana i te tauira. Ka whakamahi ngā kaiako i te tangongitanga o ngā rautaki e hāpai ana i te ako, pērā i te whakapoutama, i te whakarerekētanga, i te whakamihi, me te whakanui i ngā whakatutukitanga. Ka whakarato hoki rātou i ngā whai wāhitanga mō ngā tauira ki te kōkiri i a rātou anō mā roto mai i tētahi taiao ako e tautoko ana i a rātou. Ka whakamahi rātou i te whānuitanga o ngā tūmomo huarahi aromatawai, hei whakawhanake i ngā whakataunga tōtika a ngā kaiako me te tirohanga whanake tonu ki ngā paetae a ngā tauira i roto i te roanga o te wā. He ihumanea, he kaihāpai hoki ngā kaiako, kei te tino mōhio ki ngā tauira, ā, ka whakarato i ngā whai wāhitanga mō rātou ki te ārahi. E whakatinana ana ngā tauira i ngā pūmanawa papai e whakanuia ana e te whānau, e te hapū, me te iwi.

Ki tā ngā hōtuku whakamutunga tau mō ngā tēina Tau 1 ki te 5 o te tau 2023, kei te eke te nuinga o ngā tauira ki ngā tūmanako o te kura – ki tua atu rānei – i roto i te pānui me te tuhituhi. E tohu ana ngā hōtuku pāngarau, kua tata ki te katoa o ngā tēina e eke ana ki ngā taumata, ki tua atu rānei. Mō ngā tuākana, i aromatawaihia te pānui, te tuhituhi, me te pāngarau, heoi, i tohua ngā hōtuku i te hekenga i te whakawhitinga a te tauira ki te marau reo rua. Heoi, nāwai rā ka pai ake taua tūāhuatanga. Ka aroturuki, ka tuku rauemi hoki ngā kaiārahi o te kura i te marau, hei hāpai i te whakatere ake o ngā paetae o ngā tauira katoa. E whanake ana te mātau o ngā tauira ki te reo Māori.

E ū ana te poari ki te mahi hei painga mō te whānau, te hapū, me te iwi. E mōhio ana rātou, ko te noho houkura o ngā tauira ā tōna wā, ka whakataungia mā te whakapūmau i te reo, i ngā tikanga, me te tuakiri hoki hei uri o Ngāti Whare. He whānui te tautōhito me ngā tūmomo pūkenga o ngā mema o te poari e whakakanohi ana i te hapori whānui o Minginui. Tae atu ai te katoa o ngā mema o te poari ki ngā whai wāhitanga ako ngaio e whakaratohia ana e Te Whakarōpūtanga Kaitiaki Kura o Aotearoa. Kua tīmatahia te hapori o te kura ki te tūhonohono ā-mahi atu ki Te Rūnanga o Ngāti Whare, hei whakahāngai i ngā rautaki e whakatairanga ake ai i ngā putanga papai ki ngā tauira, ki te hapū, me te iwi. Ko te whakapai ake i ngā putanga ki ngā tauira te aronga o ngā whakataunga a te whānau me te poari.

Ngā Whakaritenga Matua ka whai ake

Me whakapakari ake i te ārahitanga me te taha kāwana. Nā te pā tata o ngā hononga ki waenga i te kura, e tino taunakihia ana kia whakatinanahia tētahi tukanga pakari, hei whakatau i ngā take whai taharua. Ko ngā take tūhonohono ki waenga i ngā kaimahi e pā tōraro ana ki te āheinga o te tumuaki ki te ārahi kia whai hua ai puta noa i te kura. Kei tētahi wāhi mahi ngā tuākana, kei tētahi atu ngā tēina, ā, kāhore ngā hōtaka whakaako me ngā hōtaka ako e riterite ana. E tika ana kia mārama ngā tūmanako e pā ana ki te whakatōpūtanga o ngā whakaritenga whakaako, whakaritenga ako hoki puta noa i te kura, me te whai māramatanga ngātahi ki te whakatutuki i ngā putanga e hiahiatia ana mō ngā tauira. Kāhore anō te tino pūmanawa o ngā tauira kia whakatinanahia.

Me whakawhanake ake i te marau a ngā tuākana, hei whakatutuki i te taumata reo Māori o ngā tauira. Ko tō te whānau wawata, kia matatau ngā tauira katoa ki te reo Māori, engari kei te hāngai noa te titiro ki te whakarato i te reo ki ngā tau 0 ki te 5. E wawata ana te whānau kia whakatinanahia e ngā tauira ngā pūmanawa o ō rātou tīpuna, tae atu hoki ki tō rātou mātau ki te reo Māori. Ko te whakarato i tētahi huarahi rumaki reo Māori e mau ana i ngā tikanga ako pakari, ka hāpai i te noho tonu o ngā tauira ki te Tau 8, me te whakapikitanga ake o te tatauranga tamariki ki te kura.

Me mārama ake, me whakatinana ake ngā mema o te poari i ō rātou tūranga me ā rātou kawenga mahi. Me whai māramatanga ngātahi ngā kaitiaki ki ngā kaupapa here me ngā tukanga o te kura, ā, me āta whakatau i te ārahitanga o aua tūāhuatanga i ngā whakaritenga. Me mārama anō hoki ngā kaiārahi ki ngā tūmanako whakahaere o te Tāhuhu o te Mātauranga, hei āta whakatau i te whakatutukitanga o ngā herenga ā-ture. Kāhore anō kia oti i ngā kaimahi ngā whakangungu e pā ana ki te whakatina tauira, ā, me whakatinana i ngā tūāhuatanga o taua herenga ā-ture. Me whakapai ake i te whakahaeretanga o ngā pūmanawa tangata, tae atu ki te huringa taiāwhio pakari o te tupu ngaio mō ngā kaimahi whakaako katoa. Waihoki, me whakatakoto anō hoki i tētahi kirimina ā-tau e pā ana ki te whakahaere āhua mahi. Ka whai hua ngā tauira i te wā e whakatairanga ana ngā pūnaha, ngā tukanga, me ngā whakaritenga i tō rātou hauora me tō rātou haumaru, tae atu hoki ki tā rātou ako.

5 Te Whakatau a te poari ki ngā Wāhanga Tautukunga

I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te tumuaki he Tauāki Kupu Tūturu a te Poari 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 te haumaru me te waiora 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

ngā rēhita a ngā 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:

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]

whakawhanake me te whakatinana i ngā mahere ohotata, tae atu ki ngā tukanga ohotata me ngā tukanga hōneatanga, ngā tukanga aukatinga, me ngā tukanga whakamōhio e pā ana ki te haepapa manaaki ākonga [National Civil Defence Emergency Plan Order 2015]

whakatinana i ngā whakaritenga e tika ana mō te whakahaeretanga o ngā pūmanawa tāngata, tae atu ki:

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

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]

whakawhanake me te whakatinana i tētahi tukanga pakari e aromatawai ai i te āhua mahi o ngā kaiako, tae atu ki te tumuaki whakaako.

[s599 Te Ture Mātauranga me te Whakangungu 2020; me te Kirimina ā-tōpū mō te Whiwhi Mahi]

6 Te Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me te tumuaki te taunakitanga e whai ake nei, arā, kia:

whakatutukihia ngā herenga ā-ture me ngā whakaritenga matua i whakaraupapahia ai ki tēnei pūrongo kia whāia, ā, kia whakawhanakehia tētahi mahere mō te whakatutuki i aua tūāhuatanga.

Rita Walker Toka ā Nuku Whakakapi Te Uepū-a-Motu – Māori Services

29 Whiringa ā-rangi, 2024

7 Ngā kōrero e pā ana ki te kura

Te tūwāhi Kei Te Whaiti

Te tau a te Tāhuhu o te Mātauranga 545

Te tūmomo kura He kura hiato whakawhāiti (Tau 1-10)

Te tokomaha o ngā ākonga o te kura 13

Ngā hononga ā-iwi Māori 13

Ngā āhuatanga motuhake Kura Motuhake

Te wā i te kura te rōpū arotake Here-turi-kōkā 2024

Te wā o tēnei pūrongo 29 Whiringa-ā-rangi 2024

Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Pipiri 2019; Arotake Mātauranga, Whiringa-ā-nuku 2015; Arotake Mātauranga, Hui-tanguru 2011

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 Toitu o Te Whaiti o Toi is in Minginui. The kura provides education for 15 tauira in Years 1–10. The kura is situated on two separate sites seven kilometres apart. Te reo Māori education is provided for seven Years 0 to 5 tauira located in the Minginui village. English medium education for six students in Years 6, 7 and 9 is provided at Te Whaiti. Each site has two kaiako that share teaching responsibilities. Many of the board and staff have a long association with the kura.

How well do tauira demonstrate success as descendants of Toi ?

Tauira are developing confidence to be successful descendants of Toi.

4 Findings

Tauira learn in an environment that is underpinned by the tikanga of Ngāti Whare. Kaumātua support the intergenerational transmission of knowledge and stories. Participating in pohiri, waiata, karakia Ringatu, pepeha, haerenga and going to the marae regularly strengthens tauira cultural capability preparing them to contribute to the hāpori and be future leaders in the likeness of their ancestor - Toi. The tipuna characteristics, such as kaitoro, exemplify intelligences and essential skills that align to different curriculum areas. Re lationships are respectful and underpinned by whakapapa and whanaungatanga. Tauira are developing as kaitiaki for their hapū and iwi.

Kaiako provide engaging learning environments that focus on literacy and numeracy. Planning aligns to the marau ā Toi and Te Marautanga o Aotearoa . It is informed by good assessment practise to develop and implement engaging learning experiences to progress tauira. Kaiako use a variety of strategies that support learning including scaffolding, differentiation, praise and celebration of successes. They also provide opportunities for tauira to be independent in a supportive learning environment. A range of assessment approaches are used to develop reliable kaiako overall judgements and a formative view of tauira achievement over time. Intuitive and supportive kaiako know tauira well and provide opportunities for them to lead. Tauira exemplify positive attributes valued by whānau, hapū and iwi.

The 2023 end of year data for teina in Years 1-5 show that most tauira are achieving at or above kura expectations in pānui and tuhituhi. Pāngarau data showed that almost all teina were achieving at or above. For tuākana , who are assessed in reading, writing and mathematics, data shows a decline as tauira transition to the bilingual curriculum. This, however, improves overtime. School leaders monitor and resource the curriculum to promote accelerated achievement for all tauira. Tauira are developing as competent users of te reo Māori.

The board is committed to serving whānau, hapū and iwi . They understand that prosperity for tauira’ future lies in their acquisition of strong te reo, tikanga and identity as uri of Ngāti Whare . The board is made-up of members with a variety of experience and a range of skills and representation of the wider Minginui community. All board members attend professional learning opportunities provided by Te Whakarōputanga Kaitiaki Kura o Aotearoa , formerly the New Zealand Schools Trustees Association. The kura community are in the early stages of establishing a working relationship with Te Rūnanga o Ngāti Whare to align strategies to enhance positive outcomes for tauira, hapū and iwi. Improving tauira outcomes is the focus of whānau and board decision making.

Key Next Steps

Leadership and governance require strengthening. Given the close relationships within the kura it is highly recommended a robust process be implemented to regulate conflict of interests. Relational issues amongst staff are impacting on the ability of the tumuaki to lead effectively across the kura. Tuākana and teina work on different sites and teaching and learning programmes are inconsistent. There is a need for clear expectations around cohesive schoolwide teaching and learning practises and collective understanding of achieving desired tauira outcomes. Tauira full potential is yet to be realised.

The tuākana curriculum requires further development to respond to the level of competency in te reo Māori of tauira. Whānau aspire for all tauira to be fluent in te reo Māori however, the deliberate provision for this only occurs from Years 0–5. Whānau aspirations for tauira are to reflect the attributes of their tūpuna including being competent speakers of te reo Māori. Provision of a pedagogically sound immersion Māori pathway should also assist with retaining students to Year 8 and increasing the roll.

Board members need to understand and enact their roles and responsibilities better. Trustees need a collective understanding of the kura policies and procedures, and to be assured these guide practice. Leadership also needs to be current with the Ministry of Education operational expectations to ensure legislative requirements are being met. Physical restraint training for staff is yet to be completed, and the regulation of this area requires implementation. Human resource management requires improving including, having a vigorous professional growth cycle for all teaching staff. Also, the tumuaki must have an annual performance management agreement in place. Tauira benefit when systems, processes and practices promote their health, safety and learning.

5 Board Assurance on Legal Requirement

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

processes for appointing staff

stand-downs, suspensions, expulsions and exclusions

attendance.

Actions for Compliance

To meet compliance requirements, they must:

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]

develop and implement emergency plans, including emergency/evacuation procedures, lockdown procedures and notification procedures for duty of care for students [National Civil Defence Emergency Plan Order 2015]

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]

develop and implement a robust process for assessing the performance of teachers, including the teaching Tumuaki . [Section 599 Education and Training Act 2020; and Collective Employment Agreement]

6 Recommendation

ERO and the tumuaki developed the following recommendation:

addressing the non-compliances and key next steps in this report be prioritised and a plan be developed to address them.

Rita Walker Toka-ā-Nuku – Acting Director Te Uepū ā-Motu – Māori Review Services

29 November 2024

7 Information about the kura

Location Te Whaiti

Ministry of Education profile number 545

Kura type Restricted Composite Years 1-10

Kura roll 13

Ethnic composition Māori 13

Special features Kura Motuhake

Review team on site August 2024

Date of this report 29 November 2024

Most recent ERO report(s) Education Review, June 2019; Education Review, October 2015, Education Review, February 2011

Read this report on ero.govt.nz →