Koraunui Te Tohunga Reo - 29/11/2013

1 Background

Introduction

A Supplementary Review is undertaken at the discretion of a National Manager, Review Services in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a centre has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the Koraunui Te Tohunga Reo governing body and management in relation to areas identified in the May 2011 ERO report or issues identified since that review. The terms of reference for this review are to investigate:

  • The quality of teaching
  • The use of te reo and tikanga Māori
  • Self review practices and implementation
  • Personnel and performance management.

2 Evaluation Findings

Background

In May 2011, ERO ran a post review assistance workshop for the management team of Koraunui Te Tohunga Reo. That workshop identified four key areas for the centre to address. In particular, the quality of teaching, the use of te reo and tikanga Māori, self review, personnel and performance management. This report focuses on progress and development in these areas.

Areas of progress

The quality of teaching. Children are provided with an interesting and stimulating learning programme. Children are supported to be independent learners through the provision of good quality learning resources and opportunities to learn and play independently. Children are encouraged to follow their interests. Staff support children to engage fully in learning. Children are happy, challenged and enjoy being at the centre.

The use of te reo and tikanga Māori. Children are learning to speak te reo Māori and about tikanga Māori. Staff have participated in professional development and training to improve their knowledge and use of te reo and tikanga Māori. Staff meet regularly to discuss the incorporation of te reo Maori into the daily operations. Some tikanga Māori practices such as karakia and welcoming visitors onto the local marae and into the centre are modelled well for children.

Some staff have a high level of fluency in te reo Māori. These staff make every effort to engage children in simple te reo Māori conversations. With support from staff, some children are able to talk about themselves and their family members in te reo Māori.

Self review. This centre is on a journey of ongoing improvement. Effective self review practice is used to make positive changes to centre operations. Regular staff reflection and critical analysis leads to positive change. Change in the centre is always clearly focussed on providing the best possible learning experiences and learning outcomes for children. The use and development of assessment practices and the recent staff te reo Māori professional development is an outcome of self review practice. The centre manager and staff are beginning to link self review to strategic planning. Children benefit from a programme of self review that gives priority to their needs.

Areas for further improvement

Tikanga Māori practices and te reo Māori zones. Staff are learning about how to use tikanga and te reo Māori to enhance learning experiences for children. While some staff support children to learn about and use tikanga and te reo Māori, further improvement in this area is needed. Te reo Māori zones are not well established and this causes confusion for some staff, children and parents. Tikanga Māori practices are not well known by all staff members. Staff are reviewing their practice and are looking to incorporate tikanga and te reo Māori more appropriately into daily operations. They have also started to refine tikanga practices to assist its appropriate inclusion into the programme. Children are benefiting from the desire of staff to increase the effectiveness of kaupapa Māori learning.

Assessment and evaluation. Staff continue to learn about effective assessment for learning. Staff do not formally reflect on children’s achievement of learning milestones or fully evaluate individual children’s progress toward attaining these milestones. Staff are fully aware of the need to further review and refine assessment practices and demonstrate the capability to improve their assessment practice over time.

Personnel and performance management. Some aspects of performance management require improvement. While a policy is in place to guide the performance management of staff it is not fully implemented. In particular performance agreements have not been developed. Furthermore individual goal setting for the year ahead does not include the current centre focus on improving the quality and use of te reo Māori and tikanga Māori. A more targeted approach is required to better connect training and professional development courses and opportunities, to centre development goals.

3 Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again as part of the regular review cycle.

Lynda Pura-Watson

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

29 November 2013

Information about the Service

Location

Stokes Valley, Lower Hutt

Ministry of Education profile number

60072

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

22 children, including up to 4 aged under 2

Service roll

22 children, including 4 aged under 2

Gender composition

Girls 10

Boys 12

Ethnic composition

Māori

100%

Percentage of qualified teachers

80%

Review team on site

September 2013

Date of this report

29 November 2013

Most recent ERO report(s)

Post Review Assistance

Education Review

Education Review

May 2011

April 2011

May 2007