Table of Contents s470

TABLE OF CONTENTS

INTRODUCTORY SECTION

Charter undertaking 2

Purpose statement 3

Values and beliefs about teaching and learning 3

School description 4

Description of hau kāinga 5

Board undertakings 6  Consultation with the hau kāinga  Ratification of the charter  Charter submission to Ministry  Annual report submission to Ministry

STRATEGIC SECTION 2016 - 2018

Mana Mātauranga 7

Mana Tikanga 7

Mana Mokopuna 7

Mana Motuhake 7

Mana Wairua 7

Mana Tangata 7 - 8

ANNUAL TARGETS SECTION 2016

Student achievement 9

of 9 CHARTER UNDERTAKING

1. This charter is an undertaking by the board of trustees of Te Kura Kaupapa Māori o Bernard Fergusson and the Ministry of Education.

2. In governing Te Kura Kaupapa Māori o Bernard Fergusson, the board of trustees will take all reasonable steps to ensure that the kura meets the goals and objectives of this charter within the resources and time available to it, in accordance with Section 64 of the Education Act 1989.

3. The Government’s commitment to the board of trustees is to provide funding for salaries and the operation of the school from money appropriated by Parliament in accordance with Section 79 of the Education Act 1989.

4. The operation of the school and its progress in meeting its charter objectives will be reviewed regularly by the Education Review Office.

5. The charter contains an introductory section outlining the board’s undertaking, a description of the kura and hau kāinga; a strategic section setting out the board’s objectives; and an annual section setting out short term priorities and targets for the year.

6. This charter will remain in force until such time as it is amended in accordance with the provisions of the Education Act 1989, or is withdrawn by the Minister of Education.

7. Te Kura Kaupapa Māori o Bernard Fergusson board of trustees agrees to govern the kura to ensure the kura’s operations take into account the National Administration Guidelines, the National Education Goals and Te Marautanga o Aotearoa

8. Te Kura Kaupapa Māori o Bernard Fergusson board of trustees accepts the obligation to adhere to all relevant acts of Parliament and Ministry of Education edits.

9. Te Kura Kaupapa Māori o Bernard Fergusson board of trustees is steadfastly committed to upholding and nurturing the principles and values of Kīngitanga.

10. Te Kura Kaupapa Māori o Bernard Fergusson board of trustees endorses the alignment of the key principles of the Waikato Tainui Tribal Education Strategy with the implementation of Te Marautanga o Aotearoa.

11. As a member of Kura ā Iwi Incorporated Te Kura Kaupapa Māori o Bernard Fergusson board of trustees acknowledges mana whenua as the key stakeholder in all teaching and learning activities.

PURPOSE STATEMENT

of 9 “Mahia te mahi hei painga mō te iwi” (Work for the betterment of the people)

This tongi of Te Puea Herangi is the guiding philosophy of the kura and upholds the following values:

Manaakitia te iwi We must always provide hospitality in the first instance for and to the people

Whangaingia te tangata Irrespective of who the people are or where they are from they must be fed

Kia mau ki te aroha me te rangimarie If and when all else fails, hold fast to the value of love, peace and goodwill

Te Puea's determination to uphold the wishes of her uncle and mother is captured in this tongi. Forced by Mahuta to take responsibility of the people and provide for their needs and coupled with her mother Tiahuia's death-bed wish to her to care for the people, Te Puea worked tirelessly to fulfil the wishes of her tūpuna.

Waikato and Kīngitanga As a landless people all the tribes of Waikato had left was their faith that kept them strong. Waikato's belief in this faith called Kīngitanga eventually became its salvation.

Implications for teaching  On exit students acknowledge that working for the collective good in every aspect of human endeavour is a feature of the kura  On exit students accept that excellent work will always be acknowledged and receiving a treat as a consequence is not the end product in itself  On exit students have experienced first-hand authentic situations working for the collective good e.g. waiting on tables in Kimiora during the Turangawaewae poukai and at the Coronation celebrations  On exit all students specially the Māngai and other senior students are well versed in showing manaakitanga as a physical manifestation of aroha to all manuwhiri especially to kaumatua of the marae and overseas visitors  On exit anecdotal observations of students showing aroha toward their peers and/or others in the community are evident in their e.portfolios

VALUES AND BELIEFS ABOUT TEACHING AND LEARNING

Te Kura Kaupapa Māori o Bernard Fergusson Board of Trustees provides the infrastructure for teachers to provide authentic learning experiences that simultaneously prepares students for te ao Māori (Kīngitanga) into which they are born and the world of higher learning and vocation into which they will soon enter. Concomitantly, the Board is committed to providing the appropriate level of resourcing and support that nurtures and fosters mental, physical, emotional and spiritual well-being.

SCHOOL DESCRIPTION

of 9 Te Kura Kaupapa Māori o Bernard Fergusson is a full primary school with a bilingual education programme providing total immersion in Māori up to Year 6 after which English language instruction is added.

Statistics . Expected end of year roll range: 150+ . Expected new entrant (5 year old) annual intake: 20+ . Expected Y8 students to graduate at the end of the year: 12 . Ethnic group composition of students and staff: 100% Maori . Teaching staff - Principal - Deputy Principal - Assistant Principal - Teachers (8 – including a dedicated English teacher)

. Ancilliary staff - Administration officer - Librarian/Resource officer - Caretaker/groundsman - Part-time cleaner - Kaiawhina

Teaching Spaces . 8 classrooms . 1 indoor assembly area

Additional Spaces . Administration block . Library . Resource room . Computer suite . Sports equipment shed . Caretaker’s workshop/RTLB office . Withdrawal room

Facilities . Swimming pool . Adventure playground . Netball and basketball courts . Grassed playing field . Boiler shed . Caretaker’s equipment shed . On site car park

Support Services . Mobile dental clinic . Education psychologists . Group Special Education . Itinerant Teacher of the Deaf . Itinerant Teacher of Special Needs . Vision and Hearing technician . Public Health Nurse . Ngā Miro Health Centre personnel

of 9 . Ngāruawāhia Youth Aid Police officer . Ngāruawāhia Attendance Support Services . Professional development providers

DESCRIPTION OF HAU KĀINGA

Te Kura Kaupapa Māori o Bernard Fergusson is situated on the eastern bank of the Waikato River over the bridge from the Ngāruawāhia township. It is adjacent to Ngāruawāhia High School and close to Tūrangawaewae Marae.

The kura community consists of parents and grandparents who have a long association with and hold a steadfast allegiance to Tūrangawaewae Marae. Students come from a mixture of single (including households dependent on a benefit) and double income families, single and both-parent families.

The kura has access to community facilities such as Paterson Park playing fields and netball courts, the town swimming pool and library. The school has strong relationships with Tūrangawaewae Marae, three local kohanga reo, other local mainstream primary schools and the adjacent secondary mainstream school and two wharekura - Te Wharekura o Rakaumangamanga (Rāhui Pōkeka), Ngā Taiātea Wharekura (Kirikiriroa).

The primary feeders of students to the kura are Tūrangawaewae, Te Kaahu and Waikeri Kohanga Reo.

It is a strong desire of parents for the kura to support the Kīngitanga by:

1. providing support at poukai, koroneihana, tangihanga and other special events at Turangawaewae Marae;

2. attending similar functions at other Waikato Tainui marae;

3. imbuing the key principles of Kīngitanga throughout the curriculum; and

4. engaging with kaumatua either at kura, or the marae, or elsewhere depending on the occasion and circumstances.

A vast majority of parents indicated that the number one reason they send their children to Te Kura Kaupapa Māori o Bernard Fergusson is to learn te reo me ngā tikanga Māori. Other important reasons given in order of ranking were academic excellence and the learning environment; whānau connection; low student-teacher ratio; and convenience. Learning to become au fait with computers and learning kapa haka were also given as important reasons for enrolling their children.

The most commonly cited strength of the kura was that it provided an environment that fostered positive relationships with good communication with all stakeholders.

BOARD UNDERTAKINGS

IN CONSULTATION WITH MANA WHENUA The board of trustees will consult with mana whenua in the following ways:

of 9 1. A copy of the charter will be available in the administration block foyer and can be perused whenever the kura is open for instruction

2. A copy of the charter will be published on the kura website with an email contact response capability

3. Consultation with the mana whenua to discuss the charter to gauge and invite feedback whenever the opportunity arises

4. A copy of the charter can be uplifted from the foyer and taken off site for thorough scrutiny on condition that it is returned along with any written comment or response

5. Excerpts from the charter will be published intermittently in the newsletter which is also accessible on the kura’s website

RATIFICATION OF THE CHARTER Te Kura Kaupapa Māori o Bernard Fergusson Board of Trustees expects to ratify the charter at the board meeting on 21st March 2016.

CHARTER SUBMISSION TO MINISTRY OF EDUCATION Te Kura Kaupapa Māori o Bernard Fergusson Board of Trustees expects to submit the charter to the Ministry of Education before 31st March 2016.

ANNUAL REPORT SUBMISSION TO MINISTRY OF EDUCATION Te Kura Kaupapa Māori o Bernard Fergusson Board of Trustees expects to submit the annual report to the Ministry of Education prior to the 31st May 2016 deadline.

of 9 STRATEGIC SECTION 2016 - 2018

OBJECTIVE ACTION RESOURCE RESPONSIBILITY Mana Mātauranga Clearly identify mana whenua in all key documents. Mana whenua Board of trustees/staff Reference teaching and learning programmes to mana whenua via NWRM Involve mana whenua in delivery of the marau-ā-kura. Make explicit the connection between teaching and learning programmes and identity, language and culture. Assist at Turangawaewae Marae especially at key annual events. Contribute to the legacy of the revitalisation of te reo.

Mana Tikanga Ensure mana whenua is represented in a critical mass on Mana whenua Board of trustees/principal the board of trustees. NZSTA Provide opportunities to build capability of trustees. Establish a succession plan for future trustees. Actively seek ways to expose teachers and students to te reo o Waikato Tainui.

Mana Mokopuna Develop good levels of conversational Māori as students Mana whenua Principal/staff progress through the kura. Social media Expose students to sophisticated language items and the Audio visual resources understanding to know when it is appropriate to use them. External language experts Acknowledge spontaneous student to student discourse. Develop pride and commitment to uphold tribal identity and integrity.

Mana Motuhake Collaborate with mana whenua regarding a language policy Mana whenua Board of trustees/principal/staff and ensure that their input is clearly visible. Enlist mana whenua to monitor and review the policy.

Mana Wairua Acknowledge and affirm students’other iwi affiliations Mana whenua Board of trustees/principal/staff inclusive of whakapapa connections to mana whenua. Continue on-going programme of work to reflect mana whenua visibility about the kura through signage and other symbolic representations.

Mana Tangata Maintain established relationships with mana whenua Mana whenua Board of trustees/principal/staff and build on mutual trust and respect. Coordinate welcome of new staff and students on to Turangawaewae Marae on day one of each year. Page 7 of 9 Underpin all teaching and learning activities with Te Marautanga o Aotearoa Principal/staff Te Puea’s tongi mahia te mahi hei painga mō te iwi Published print resources to support the principles and values of Kīngitanga. Audio visual resources Build sound understanding of language acquisition External language experts theory and practice to support language learning in the home.

of 9 ANNUAL TARGETS SECTION 2016

MANA MĀTAURANGA STUDENT ACHIEVEMENT TARGET 1: Raise student achievement from manawa taki across all pāngarau strands to manawa ora/manawa toa by the end of 2016.

CURRENT SITUATION EXPECTATION ACTIONS A manawa taki tail exists across all strands in pāngarau Students assessed at manawa taki will be targetted. Teachers will identify students in manawa taki from at all year levels. Teachers will take personal responsibility to shift current data and new data gathered in term 1. 2015 assessment data showed a high number of students in each class. IEP will be developed and implemented for all students not meeting expectations. students. Identify steps required to meet and/or exceed expectations. Peer moderation to occur at syndicate level. Student assessment data will be shared with the BOT at mid-year and end of year.

MANA MĀTAURANGA STUDENT ACHIEVEMENT TARGET 2: Raise student achievement when writing a personal recount in English from manawa taki by the end of 2016.

CURRENT SITUATION EXPECTATION ACTIONS Year 6 and Year 7 achieved at or above expectations Expected levels for writing: Peer moderate with syndicate team members and when writing an explanation in 2015. At Year 6 – (2A-3P) COMMET members. At Year 7 – (3B-3A) 1:1 intensive teaching for identified students At Year 8 – (3A-4P) IEP will be developed and implemented for all students. Identify steps required to meet and/or exceed expectations. Student assessment data will be shared with the BOT at mid-year and end of year.

MANA TANGATA TARGET 3: To increase whānau engagement in student learning by building positive partnerships.

CURRENT SITUATION EXPECTATION ACTIONS High whānau attendance at kapa haka and sporting Teachers to develop and build positive relationships Triplicate messages to whānau via newsletter, face to events in 2015. However, whānau attendance at with all whānau regarding student learning. face meetings and text to inform, remind and increase student led interviews, IEP hui, maths and pānui Regular communication with whānau. whānau engagement in student learning. workshops was low.

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