467 Reid Road, RD 1, Ruatoki, Whakatane
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga me ngā kaiārahi, ngā whānau, ngā kaiako 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 tū ana Te Whare Kōhungahunga o Matariki ki Rūātoki, ā, kua raihanatia ki te whakarato i te mātauranga me te atawhai ki te tatauranga tamariki 30, otirā, kia 18 o rātou ki raro i te rua tau te pakeke. Nō te tarahiti o Te Toi Huarewa te whare kōhungahunga, ā, ko rātou hoki e whakahaere ana, e whakariterite ana hoki i ngā take kāwana katoa. E whakarato ana te whare kōhungahunga i te mātauranga kaupapa Māori mā te horopaki o te reo ruatanga. Ka whakarato hoki i tētahi marau ā-hapori e ahu mai ai i te takiwā nei me te Tūhoetanga.
Kua panoni ētahi o ngā tūranga kaimahi, whai muri i te Arotake Mātauranga o mua a Te Tari Arotake Mātauranga i te Whiringa-ā-rangi o te tau 2018. I mua, ko tā te kaiwhakahaere matua mahi he tū hoki hei kaitakawaenga mō Te Toi Huarewa me te whare kōhungahunga, heoi, i te wā o tēnei arotakenga, e wātea ana taua tūranga. I tēnei wā, he kaiwhakahaere hou, he kaiako matua hou hoki.
Kei te harikoa, kei te mauritau hoki ngā tamariki hei ākonga.
E ako ana ngā tamariki ki tētahi taiao whakaongaonga. E wāteatea ana te whare kōhungahunga, ā, e hāpai ana i ngā tamariki ki te tūhura māhorahora ki roto, ki waho hoki i te whare. Ka whai wāhi atu ngā tamariki ki ngā taumahi e hāpai ana i a rātou ki te whai i ō rātou ake ngākau nuitanga. E wātea ana rātou ki te whakatau i ā rātou ake whiringa mō te āhua tonu o ā rātou tākaro, me ā rātou akoranga. He nui ngā rauemi o te whare kōhungahunga, ā, he whānui ngā tūmomo whai wāhitanga mō ngā tamariki ki te tūhura haere me te tākaro pohewa. He mātātoa te kōkiri atu a ngā kaimahi i a rātou anō ki te whai wāhi atu ki ngā mahi a ngā tamariki, hei pou hāpai mō rātou. Ka tuku pātai rātou hei whakaongaonga i ngā whakaaro pākiki o ngā tamariki. Ka whakarato hoki i ngā taumahi ā-rōpū, pērā i te kori tinana i ngā ata. He tākare te whai wāhi atu a ngā tamariki tuākana. Ka aro nui ngā tamariki tēina ki ngā korikori me te manawataki, i a rātou e whakarongo ana ki ngā waiata me te mātakitaki i ngā tamariki tuākana. He pārekareka ki ngā tamariki te tākaro tahi me te ako tahi.
Ka hāngai te whakatinanatanga o te marau ki ia tamaiti. Ka whakatinanahia ngā mahere ā-wāhanga ki ngā ngākau nuitanga o ngā tamariki, ā, kei ia tamaiti tāna ake mahere ako. E hāpai ana ngā taumahi me ngā rauemi i ngā tamariki ki te kōkiri i ā rātou ake akoranga mā te tākaro. Kua pouherea te marautanga ki Te Whāriki. Ka tuhia ki ngā pūkete, ko ngā whakaaturanga e pā ana ki ngā akoranga me te whakawhanaketanga. Ka whakapuaki ngā kaimahi i te ahu whakamua ki te taha o te whānau, mā tētahi whārangi Pukamata e noho tūmataiti ana. He auau te aromātai i te hōtaka, ā, ka arotahi ki te whakapai haere. Ka whakaaro huritao ngā kaimahi i ia wiki, ā, he aromātai ā-wāhanga hoki ā rātou e arotake ai i te whai huatanga o ā rātou whakaritenga. Ko te ngākau nuitanga o ngā tamariki ki te ako, ka whakatairangatia nā tā rātou whai wāhi nui ki tētahi hōtaka akoranga e aro ana ki ngā matea me ngā ngākau nuitanga o ia tamaiti.
Ka āwhina te kaiwhakahaere hou me te kaiako matua i te Tarahiti ki te hāpai i te ako a ngā tamariki. E whakatakoto ana te tūtohinga i te ārahitanga papai mō te kāwana me te whakahaere i te whare kōhungahunga. Ko te tirohanga me ngā tikanga whakaaro a te whare kōhungahunga mō ngā tamariki, kua āta whakatōngia ki roto i ngā tukanga, ngā pūnaha, me ngā whakaritenga o ngā mahi whakahaere. Kei ngā mahere rautaki me ngā mahere ā-tau ngā whāinga o te pae tata me te pae tawhiti e arotahi ai ki te hāpai i te waiora o ngā tamariki, me tō rātou ngākau nuitanga ki te ako. Ka tautuhi te mahere mahi i ngā rautaki whakapai e tika ana ki te whakatutuki i aua whāinga. Nō nā noa nei ngā kaupapa here me ngā tukanga i arotakengia ai, ā, e hāngai ana ki ngā herenga ā-ture o tēnei wā, e arotahi ana hoki ki te hauora me te waiora o ngā tamariki. Kei te mauritau ngā tamariki, ā, e ako ana rātou ki tētahi wāhi haumaru e poipoi ana i a rātou.
E mahi ngātahi ana te rōpū whakahaere hou, hei hāpai i te ako a ngā tamariki me tō rātou whakawhanaketanga. Ka mahi ngātahi rātou ki te whakahaere i ngā whakaritenga o ia rā, me te whakarato i te ārahitanga i roto i te whakaako me te ako mā te tautoko ngaio. E whakahaere ana te kaiwhakahaere i ngā mahi i te tari, ā, i te tini hoki o ngā mahi kāwana. He tautōhito te kaiako matua ki te rāngai mātauranga kōhungahunga. Ka whakarato ia i te whakawhanaketanga ngaio o roto e tino whai hua ana ki ngā kaimahi. Ka kitea ki ngā whakaritenga a ngā kaimahi, ko te tupu haere o te aronga ki te whakaaro huritao me te whakatairanga. E whai hua ana ngā tamariki nā te aronga o te ārahitanga ki ngā putanga kounga.
I te mea kāhore he kaiwhakahaere matua hei takawaenga mō te Tarahiti o Te Toi Huarewa me te whare kōhungahunga, kei te kawea e ngā kaiwhakahaere o te whare kōhungahunga ngā haepapa kāwana. E tika ana, kia kaha ake te tautoko o te Tarahiti, hei āta whakatau i te whakatutukitanga o tā rātou kawenga hei rōpū e kāwana ai i te whare kōhungahunga.
I tēnei wā, kei te whakatau te rōpū whakahaere o te whare kōhungahunga i tētahi huringa whakawhanaketanga ngaio mō ngā kaimahi katoa. Ahakoa kua kaha te whakarato i ngā whai wāhitanga o roto, o waho hoki ki ngā kaimahi mō te tupu ngaio, ahakoa kei te pakari haere te aronga ki te whakaaro huritao, kāhore anō kia whakatutukihia te huringa whakawhanaketanga ngaio. Ko te aronga pū ki te whakatō i ngā pūnaha me ngā tukanga e whakapakari ai i ngā pūmanawa o ngā kaiako, ka hāpai ake hoki i te ako a ngā tamariki me tō rātou whakawhanaketanga.
Nō nā tata nei te nuinga o ngā pūnaha me ngā tukanga o tēnei wā i whakawhanakehia ai. Ko te aroturuki me te arotake ka āta whakatau i te whai huatanga o aua tūāhuatanga, me te hāngaitanga hoki o ērā ki ngā wawata o te whare kōhungahunga mō ngā tamariki me te Tūhoetanga.
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha o te ratonga ki te whakahaere i ngā wāhanga e whai pānga nui ai ki te waiora o ngā tamariki, arā, ki:
Ki tā ngā herenga, mā ngā ratonga mātauranga kōhungahunga katoa e whakatairanga te hauora me te haumaru o ngā tamariki, ā, mā rātou anō e arotake i ia te wā, tā rātou whakatutukitanga o ngā herenga ā-ture.
I whakawhanakehia e Te Tari Arotake Mātauranga me ngā kaiārahi o te whare kōhungahunga te taunakitanga e whai ake nei, arā, hei whakatutuki i ngā arohaehae o tēnei wā:
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
14 Paengawhāwhā, 2022
| Te tūwāhi | Kei Rūātoki | ||
| Te tau a te Tāhuhu o te Mātauranga | 40070 | ||
| Te tūmomo raihana | He Ratonga Mātauranga me te Atawhai | ||
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 | ||
| Te tokomaha mō te raihana | 30, kia 18 ki raro i te rua o ngā tau | ||
| Te tokomaha kei runga i te rārangi ingoa | 31, tokowhitu kei raro i te rua o ngā tau | ||
| Ngā hononga ā-iwi | Māori 23, Pākehā 3, Kuki Airani 3, Iwi kē 2 | ||
| Te ōrau o ngā kaimahi kua whakawhiwhia ki ngā tohu mātauranga | 50-79% | ||
| Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki | Ki raro i te rua o ngā tau | 1:3 | He pai ake i ngā herenga tikanga mōkito |
| Ki runga ake i te rua tau | 1:5 | He pai ake i ngā herenga tikanga mōkito | |
| Te wā i te whare kōhungahunga te rōpū arotake | Hakihea 2021 | ||
| Te wā o tēnei pūrongo | 14 Paengawhāwhā, 2022 | ||
| Ngā pūrongo o mua a | Arotake Mātauranga, Poutū-te-rangi 2016; Arotake Mātauranga, Hakihea 2012 | ||
The Education Review Office (ERO) in collaboration with Puna Reo or Whare Kōhungahunga leaders, whānau, kaiako and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability.
Matariki Early Childhood Centre is located in Ruātoki and is licensed to provide education and care for up to 30 tamariki, including up to 18 aged less than two years of age. The centre is owned and operated by Te Toi Huarewa Trust who oversee all governance matters. The centre offers kaupapa Māori education in a bilingual setting. They also provide a localised curriculum based on the local area and Tūhoetanga.
There have been staffing changes since ERO’s November 2018 Education Review. Previously, a general manager acted as a conduit between Te Toi Huarewa and the centre, at the time of this review the position is vacant. There is a new kaiwhakahaere and lead kaiako.
Tamariki are happy and settled learners.
Tamariki learn in a stimulating environment. The centre is spacious and allows tamariki to explore freely both indoors and outdoors. Tamariki participate in activities where they can follow their own interests. They are free to make choices about their play and learning. The centre is well-resourced and provides a range of opportunities for exploration and imaginative play. Kaimahi actively involve themselves by supporting tamariki in a facilitatory role. They ask questions to stimulate tamariki curiosity. Group activities are also provided, such as morning fitness. Older tamariki participate enthusiastically. Younger tamariki respond well to movement and rhythm as they listen to waiata and watch the older tamariki. Tamariki enjoy playing and learning alongside each other.
Curriculum implementation focuses on individual tamariki. Term planning is informed by tamariki interests and each have their own individual learning plan. Activities and resources enable tamariki to lead their own learning through play. The curriculum is underpinned by Te Whāriki. Evidence of learning and development is documented in profile books. Kaimahi share progress with whānau through a private Facebook page. Programme evaluation is regular and focused on improvement. Kaimahi reflect on a weekly basis and a term evaluation reviews the effectiveness of their practice. Tamariki enjoyment of learning is enhanced by their engagement in a learning programme responsive to their individual needs and interests.
The new kaiwhakahaere and lead kaiako assist the Trust to support tamariki learning. The charter provides good guidance for governance and management. The centre’s vision and philosophy for tamariki are embedded in management processes, systems and practices. Strategic and annual planning includes long and short-term goals that focus on supporting tamariki wellbeing and their enjoyment of learning. An action plan identifies appropriate improvement strategies to achieve these. Policies and procedures have been recently reviewed, are aligned to current legislative requirements and focus on tamariki health and wellbeing. Tamariki are settled and earn in a safe and nurturing environment.
The new management team is working collaboratively to support tamariki learning and development. They work together to manage the day-to-day operations and provide leadership for teaching and learning through professional support. The kaiwhakahaere manages the administrative tasks and many of the governance duties. The kaiako matua is experienced in the early learning sector. She provides useful internal professional development to kaimahi. A growing culture of reflection and improvement is evident through kaimahi practice. Tamariki benefit from leadership that is focused on quality outcomes.
The absence of a general manager to act as a conduit between Te Toi Huarewa Trust and the centre has meant that governance responsibilities are being undertaken by the centre management. Greater support from the Trust is required to ensure that they are fulfilling their responsibility as the governing body for the centre.
The centre management are in the process of finalising a professional growth cycle for all kaimahi. While kaimahi have been actively provided with internal and external professional growth opportunities and there is a growing culture of reflection, the cycle is yet to be completed. A strong focus on embedding systems and processes that build teacher capability will benefit tamariki learning and development.
Most of the systems and processes currently in place have been newly developed. Monitoring and reviewing these will ensure their effectiveness and alignment to the centre’s aspirations for tamariki and Tūhoetanga.
During the evaluation, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO and whare kōhungahunga leadership developed the following recommendation that in order to complete current appraisals:
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
14 April 2022
| Location | Rūātoki | ||
| Ministry of Education profile number | 40070 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children, including up to 18 aged under 2 | ||
| Service roll | 31 children, including up to 7 aged under 2 | ||
| Ethnic composition | Māori 23, NZ European/Pākehā 3, Cook Island 3, Other 2 | ||
| Percentage of qualified teachers | 50-79% | ||
| Reported ratios of staff to children | Under 2 | 1:3 | Better than minimum requirements |
| Over 2 | 1:5 | Better than minimum requirements | |
| Review team on site | December 2021 | ||
| Date of this report | 14 April 2022 | ||
| Most recent ERO report(s) | Education Review, March 2016; Education Review, December 2012 | ||
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Taiarahia te maunga Ko Hatupere te pā Te Awahou e rere atu rā Otutāwiri te whenua Ko te Kapo o te rangi te tangata Te uri o te tini o Toi Te Rangimatoru te waka E rere mai ne ii runga i te Matangi mai Hawaiki Tuhoe te iwi
Matariki Early Childhood Centre provides a bilingual education, which values the holistic development of tamariki. The centre philosophy is underpinned by the whakatauakī 'Whaia te Matemateaone', Together with whānau piri and whānau whanui each ako will embrace Tuhoetanga through skills that will build and extend their learning in a safe caring environment that grows and fosters confident and competent tamariki.
Matariki Early Childhood Centre operates under the umbrella of Te Toi Huarewa Trust a respected organisation that supports and empowers whānau to strengthen their Tuhoetanga. The trust sets the vision and direction of the centre to realise the potential of Tuhoe tamariki and their whānau inside Tuhoe. The licensee, centre manager, and one kaiako are members of the trust.
The areas identified for development in the 2012 ERO report have seen some positive developments. However, some aspects still require strengthening. These include the areas of appraisal, teaching practices and how kaiako respond to the learning of tamariki. Kaiako have participated in professional development with a focus on tamariki managing their own behaviours enabling them to learn and play alongside each other.
Matariki Early Childhood Centre is a community based facility for mokopuna from aged 0 to 5 Years. Opening times for the centre are Monday to Friday 8.00am to 4.00pm. The current roll of 31 tamariki whakapapa to Ngai Tuhoe.
Tamariki, whānau, kaiako and kaimahi acknowledge each other’s contribution, and work collaboratively to provide positive outcomes for tamariki and their whānau. An experienced, knowledgeable centre manager has a strong a commitment to tamariki and their whānau being active partners in their tamariki learning. She promotes and provides high expectations for the everyday management of the centre and well being of all whānau. Leaders in the tuakana and teina areas are strong advocates for pēpe and young tamariki. They are responsive to issues, concerns and questions from whānau and kaiako. Kaimahi have clear roles and responsibilities. A high level of trust is evident and all kaiako have opportunities to take on leadership roles to build their capabilities.
Tamariki identity as Tuhoe is valued. Whanaungatanga, and manaakitanga are fostered in the centre and the curriculum. Tamariki interests are supported by kaiako who find ways to maintain tamariki connections to their cultural identity. Strong links to their maunga, awa, and marae are embedded in the curriculum to build a strong sense of belonging. Tamariki are provided with opportunities to participate in local hapu and iwi events. Purakau, tangata rongonui, sites of historical significance to hapu and iwi are incorporated into the programme. Parents are informed about how their tamariki progress and learn through their kete mātauranga (learning profiles).
Kaiako know tamariki and whānau well and many whākapapa to one another. These partnerships are based on mutual respect and acceptance of who they are and what they bring. Kaiako are starting to review the quality of their teaching and learning practice and how they promote the learning of tamariki. These practices include:
A calm, peaceful and trusting environment is provided for infants, toddlers and pepi. Kaiako model care, respect and aroha through their interactions and flexibility within a nurturing environment.
The centre manager in consultation with kaiako need to review and strengthen aspects of how:
Before the review, the staff and management of Matariki Early Childhood Centre completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Matariki Early Childhood Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
22 March 2016
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
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Location |
Taneatua |
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Ministry of Education profile number |
40070 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children, including up to 18 aged under 2 |
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Service roll |
31 |
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Gender composition |
Boys 19 Girls 12 |
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Ethnic composition |
Māori |
31 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
December 2015 |
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Date of this report |
22 March 2016 |
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Most recent ERO report(s)
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Education Review |
December 2012 |
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Education Review |
February 2010 |
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Education Review |
June 2006 |
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ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.