Manaaki Whānau Roopu Tupuranga - 01/05/2018

1 Te Aromātai i a Manaaki Whānau Rōpū Tupuranga

He pēhea te tūnga o Manaaki Whānau Rōpū Tupuranga ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki?

Kāhore i te pai te tūnga

Me whakawhanake ake

He pai te tūnga

He tino pai te tūnga

He pēhea rawa te whiwhinga o ngā tamariki i ngā akoranga e hāngai ana ki te tirohanga i tāutuhia ai mō Manaaki Whānau Rōpū Tupuranga?

E whiwhi ana ngā tamariki i te pai o ngā wheako akoranga e hāngai ana ki te tirohanga mō Manaaki Whānau Rōpū Tupuranga.

Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki tēnei whakataunga i whakarāpopotohia ai ki raro iho nei.

He Whakamārama

Ko Manaaki Whānau Rōpū Tupuranga tētahi whare kōhungahunga noho motuhake ki Manurewa, i Tāmaki-makau-rau ki te tonga. Kua raihanatia te whare kōhungahunga hei ratonga wā kikī mō ngā tamariki 80, ā, kia 15 o rātou ki raro i te rua o ngā tau. E whakarato ana te whare kōhungahunga i te ako kākano rua, reo rua hoki, ā, e arahina ana ki ngā whakapono Māori me ngā uaratanga Māori i tuku iho ai. He wāteatea, he hihiri hoki te wāhi o roto me te wāhi o waho. Tokoiwa ngā kaiako o te rōpū whakaako kua raihana katoatia hei kaiako. E whakatairanga ana te tirohanga a te whare kōhungahunga i te whakaaro ko ngā tamariki ngā rangatira me ngā tino pou ārahi o āpōpō.

Ko te whāinga o ngā kaiako me ngā kaiwhakahaere, ko te whakarato i tētahi taiao e noho haumaru ana (ā-tinana, ā-whatumanawa), e whakaongaonga ana hoki i te ahurea me te hinengaro, ā, kia ahu mai ngā taunekeneke i te whakaute me te whakaaro nui o tētahi ki tētahi.

Kei te komiti matua o Manaaki Whānau Rōpū Tupuranga ngā koroua, ngā kuia hoki o te hapori, me te kaiwhakahaere o te whare kōhungahunga. E kawe ana rātou i te kāwana me ngā whakahaeretanga whānui o te whare kōhungahunga. E tautoko ana rātou i ngā tamariki, ngā whānau, me ngā kaimahi, ā, e ngākau nui ana hoki rātou ki te tirohanga whakaaro o te whare kōhungahunga me te ao Māori.

Ngā Whakaaturanga o te Arotake

Puta noa i te hōtaka akoranga, ka whai wāhi atu ngā tamariki ki ngā āhuatanga e whakawero ana i a rātou, e ngākau nuitia ana e rātou, ā, e whakatau mārika ana hoki i a rātou. He wāteatea te whare kōhungahunga, ā, nā tēnei e āhei ana ngā tamariki ki te tūhura haere, puta noa i ngā wāhi o roto, o waho hoki. Ko ngā tamariki kei raro i te rua o ngā tau e noho āhuru ana ki tō rātou ake whare, kia mārie ngā wāhi moe, kia hāngai anō hoki ngā wāhi tākaro ki ō rātou matea. Kua whakatakotohia ētahi o ngā taumahi, ka pupū ake anō hoki ētahi taumahi, ā, e hāpai katoa ana i ngā ngākau nuitanga o ngā pēpi. He nui ngā rauemi, ā, e whakarato ana i te whānuitanga o ngā tūmomo taumahi, me ngā whai wāhitanga ki te tūhura me te tākaro pohewa. Ko te riterite o ngā mahinga me te ngāwari o ngā whakawhitinga e āta hāpai ana i te noho mauritau o ngā tamariki katoa. E pou here ana te whanaungatanga i ngā taunekeneke katoa. Kei te tino mōhio ngā kaimahi ki ngā tamariki, tae atu ki ngā āhuatanga papai ki a rātou, ngā āhuatanga hoki kāhore i te pai ki a rātou, me ō rātou ngākau nuitanga. Ka whakamanahia ngā tamariki mā te āta whakamihi a ngā kaimahi i ā rātou whakatutukitanga. Ka whakanuia te kanorau, ā, ka whakamahia ngā reo ake o ngā tamariki i ngā wā e taea ana. He rarata, he pākiki hoki ngā tamariki i roto i ā rātou taunekeneke ki ngā tāngata hou ka taetae mai ki te whare kōhungahunga. Ka rongo ngā pēpi i te pakari o ngā hononga atawhai ki te taha o ngā pākeke. E whiwhi ana ngā tamariki i ngā hua ka puta i tētahi hōtaka e āta whakahaerehia ana, ā, e noho riterite ana hoki.

E ako ana ngā tamariki i ngā kupu me ngā kīanga māmā e mōhio whānuitia ana i roto i te reo Māori. Ahakoa ko te reo Pākehā te reo matua o ngā taunekeneke, ka whakatauira, ka whakatairanga hoki ngā kaiako i te reo Māori mō ngā tamariki. Ko ētahi o ngā taumahi ako reo o ia rā, ko ngā karakia, ngā waiata, te pānui pukapuka, me te kori tinana. Ka ako ngā tamariki i ngā kupu mahi me ngā kīanga māmā i roto i ā rātou tākaro me ā rātou taunekeneke. Ka whakapuaki ngā tamariki i ō rātou pepeha me ō rātou whakapapa ki ētahi atu. E noho mōhio ana rātou ki ngā tikanga me ngā kawa e hāngai ana ki ngā tūmomo kaupapa, tae atu hoki ki ngā mihi whakatau. He pakari ngā kaiako katoa ki te āta whakamahi i te reo Māori ki te taumata e mōhiotia ana e tēnā me tēnā o rātou. E noho pūmau ana rātou ki te whakawhanake tonu i ō rātou pūkenga reo Māori mā te whakawhanaketanga ngaio e hāngai pū ana ki a rātou. E tupu haere ana te whakamahinga a ngā tamariki i te reo Māori.

E whai wāhi atu ana ngā tamariki ki tētahi hōtaka akoranga i āta whakamaheretia ai. He tukanga whakamahere tā ngā kaiako, e ahu mai ana i ngā tohu o ā rātou kitenga mō ngā ngākau nuitanga o ngā tamariki. Aromātai ai rātou i ia te wā i te hōtaka akoranga, hei āta whakarite i te hāngaitanga me te aronga o te hōtaka ki ngā matea o ngā tamariki. Whai whakaaro tonu ai ngā kaiako i ia te wā, ki te āhua o ngā mahere, te aromatawai, me te aromātai ka whai pānga nui ai ki te tikanga whakaaro me te tirohanga o te whare kōhungahunga. Ka kitea ki ngā kaiako te pai o tō rātou mōhiotanga ki te āhua o te ako me te tupu o ngā tamariki kōhungahunga. E whiwhi ana ngā tamariki i ngā akoranga e riterite ana, ā, e aro nui ana hoki ki ō rātou matea ako.

He pai ngā mahi ki te whakahaere i te whare kōhungahunga. He aronga rautaki tā te komiti matua, ā, e arotahi ana ki te whakawhanaketanga o te katoa o ia tamaiti, ki te tautoko o te whānau, me te tupu tonu o te kōhanga reo ā meāke nei. Ka whakamōhiotia te mahere whakahaere ā-tau ki te tauāki taketake a te whare kōhungahunga, kia whakaratohia te tino wheako ako ki ngā tamariki. Ka aro nui te mahere ki ngā whāinga i whakatakotohia ai mō te tau, ki ngā huarahi ki te whakatutuki i aua whāinga, me ngā kawenga mahi, ngā utu hoki. Ka whakapuaki te kaiwhakahaere o te whare kōhungahunga i ngā putanga me ngā hua o taua mahere ā-tau ki te komiti matua. He riterite te arotake whaiaro, ka whai aronga, ā, e whai hua ana. Ka hāngai ngā kaupapa here ki ngā mōtika o ngā tamariki kia kounga te mātauranga kōhungahunga e whiwhi ana rātou. Ko ngā tamariki kei te pūtake o ngā whakataunga.

Ngā Whakaritenga Matua ka Whai Ake

E whanake tonu ana te aromatawai. Kāhore anō ngā pūkete ako kia whakatakoto i te rawaka o ngā whakaaturanga ki te ahu whakamua o ngā tamariki i roto i te roanga o te wā, inarā ki tō rātou whakawhanaketanga i roto i te reo Māori. Kāhore te ako me te ahu whakamua o ngā tamariki e āta whakaatuhia ana ki ngā mōhiohio e whakaemihia ai mā ngā mahi aromatawai o tēnei wā.

Ko ngā kaupapa matua e whakatakotohia ana ki te mahere rautaki o tēnei wā, kāhore e āta whai kiko ana hei tohu i ngā huarahi ka whāia pea ki te whakatutuki i aua whāinga i roto i te roanga o te wā. Ka taea hoki te whakatakoto i roto i te mahere o tēnei wā, ko ngā huarahi ki te hāpai i te tauatanga, me te whakawhanake i ngā kaiārahi ka tū ā meāke nei. Ka whiwhi ngā tamariki i ngā painga mā te whakapakari ake i te aronga me te kiko o te mahere mō te pae tawhiti.

Te Whakatau a te Whakahaeretanga ki ngā Wāhanga Tautukunga

I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā pūnaha o te ratonga ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:

  • te haumaru whatumanawa (tāpiri atu ko te ārahi mauritau, ko te ārai tamariki)
  • te haumaru ā-tinana (tāpiri atu ko te mātakitaki tamariki; ko ngā whakaritenga whakamoe; ko ngā aituā; ko te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho);
  • te tū tika o ngā kaimahi (tae atu ki ngā taumata tohu mātauranga; te arowhai a ngā pirihimana; ngā rēhitatanga kaiako; me te tatauranga ki waenga i te kaiako me te tamaiti)
  • ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

Ko te tikanga, ka whakatairanga ngā ratonga mātauranga kōhungahunga katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.

Ngā Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me te rōpū whakahaere o te whare kōhungahunga, ngā taunakitanga e whai ake nei, arā, kia:

  • whakapakari tonu i ngā whakaritenga e pā ana ki te aromatawai
  • āta whakarite i te hāngaitanga o te mahere rautaki ki ngā whāinga me ngā wawata o te whare kōhungahunga, tae atu hoki ki ngā huarahi ka whāia kia whakatutukihia.

Te aromātai ka whai ake

Hei ā hea Te Tari Arotake Mātauranga aromātai anō ai i te whare kōhungahunga rumaki reo Māori?

Ka aromātai anō Te Tari Arotake Mātauranga i a Manaaki Whānau Rōpū Tupuranga i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

01 Haratua, 2018

2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga

Te tūwāhi

Kei Manurewa

Te tau a te Tāhuhu o te Mātauranga

25257

Te tūmomo raihana

He Ratonga Mātauranga me te Atawhai

Te ture raihana

Ture Mātauranga (Kōhungahunga) 2008

Te tokomaha mō te raihana

80 ngā tamariki, kia 15 ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

68 ngā tamariki, 15 kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 39

Tama 29

Ngā hononga ā-iwi

Māori

100%

Ōrau o ngā kaiako e mau ana i ngā tohu mātauranga

80%

Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki

Ki raro i te rua tau

1:3

E whakatutuki ana i ngā herenga tikanga

Ki runga ake i te rua tau

1:7

E whakatutuki ana i ngā herenga tikanga

Te wā i te whare kōhungahunga te rōpū arotake

Poutū-te-rangi 2018

Te wā o tēnei pūrongo

01 Haratua, 2018

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Tāpiri

Arotake Tāpiri

Poutū-te-rangi 2015

Paenga-whāwhā 2012

Poutū-te-rangi 2011

1 Immersion Early Childhood Service Education Review Report Category 3 or 4

How well placed is Manaaki Whānau Rōpū Tupuranga to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

How well do children experience learning aligned to the vision defined for Manaaki Whānau Roopu Tupuranga?

Children enjoy positive learning experiences that reflect the vision for Manaaki Whānau Roopu Tupuranga.

ERO's findings that support this overall judgement are summarised below.

Background

Manaaki Whānau Rōpū Tupuranga is a privately-owned early childhood centre in Manurewa, South Auckland. The centre is licensed for 80 children including 15 under two years old and is a full day service. The centre offers bicultural and bilingual learning that is guided by traditional Māori beliefs and values. The outdoor and indoor environments are spacious and vibrant. The teaching team includes nine fully registered teachers. The centre philosophy espouses that children are the future leaders and future role models.

Teachers and managers aim to provide an environment that is physically and emotionally safe, culturally and intellectually stimulating, and where interactions are based on respectful, responsive and reciprocal relationships.

The executive committee of Manaaki Whānau Rōpū Tupuranga includes local koroua and kuia, and the centre manager. They are responsible for the governance and overall operations of the centre. They are supportive of children, whānau and kaimahi, and are committed to the centre philosophy and te ao Māori.

The Review Findings

Children experience challenge, interest and security throughout the learning programme. The centre is spacious and allows children to explore freely both indoors and outdoors. Children up to two years old have their own whare for quiet sleep spaces and areas for play. The programme has both structure and unstructured activities that support babies’ interests. The centre is well resourced and provides a range of activities, opportunities for exploration and imaginative play. Consistent routines and smooth transitions ensure all children are well settled. Whanaungatanga underpins all interactions. Kaimahi know the children well including their likes, dislikes and interests. Children are made to feel important as kaimahi constantly affirm their successes. Cultural diversity is celebrated and children’s home languages are used where possible. Children are friendly and curious in their interactions with new people to the centre. Babies experience close, warm relationships with adults. Children benefit from a programme that is well managed and consistent.

Children are learning simple, familiar te reo Māori words and phrases. While English is the main language of interaction, teachers model and promote te reo Māori for children. Karakia, waiata, pānui pukapuka and kori tinana are daily language learning activities. Children learn action words and simple phrases in their play and interactions. Children share their pepeha and whakapapa with others. They are aware of tikanga and kawa associated with events including mihi whakatau. All teachers confidently use te reo Māori to their level of competence. They are committed to developing their te reo Māori skills further through targeted professional development. Children are growing in their use of te reo Māori.

Children participate in a well-planned learning programme. Teachers have in place a planning process based on what observations reveal about children’s interests. They regularly evaluate the learning programme to ensure it is tailored and responds to children's needs. Teachers continue to explore ideas for planning, assessment and evaluation that best suits the centre philosophy and vision. Teachers demonstrate good knowledge about how young children learn and grow. Children experience learning that is consistent and responsive to their learning needs.

The centre is managed well. The executive committee has set a strategic direction that focuses on the holistic development of children, whānau support and future growth. The annual management plan is informed by the centre’s mission statement to provide the best early learning experience for children. The plan highlights what goals are set for the year, how they will be addressed, responsibilities and cost. The centre manager shares with the executive committee the outcomes and outputs of the annual plan. Self review is consistent, focussed and effective. Policies reflect the rights of children to a quality early childhood education. Children are at the heart of decision making.

Key Next Steps

Assessment continues to develop. Learning portfolios do not yet include sufficient evidence of children’s progress over time, and in particular their language development in te reo Māori. Children’s learning and progress is not fully reflected in the information gathered through current assessment practices.

The priorities in the current strategic plan are not sufficiently detailed to highlight how goals might be achieved over time. The current plan could also highlight ways to support succession planning and the development future leaders. Children will benefit from a more focussed and detailed long-term plan.

Management Assurance on Legal Requirements

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:

  • emotional safety (including positive guidance and child protection)
  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Recommendations

ERO and the centre management developed the following recommendations:

  • continue to strengthen assessment practices
  • ensure the strategic plan clearly reflects centre goals and aspirations, and how these will be achieved.

Next Evaluation

When is ERO likely to evaluate the immersion centre again?

The next ERO evaluation of Manaaki Whānau Rōpū Tupuranga will be within three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

1 May 2018

2 Information about the Early Childhood Service

Location

Manurewa, South Auckland

Ministry of Education profile number

25257

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 15 aged under 2

Service roll

68 children including up to 15 under 2

Gender composition

Boys 29

Girls 39

Ethnic composition

Māori

100%

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:3

Meets minimum requirements

Over 2

1:7

Meets minimum requirements

Review team on site

March 2018

Date of this report

1 May 2018

Most recent ERO report(s)

Education Review

Supplementary Review

Supplementary Review

March 2015

April 2012

March 2011

3 General Information about Immersion Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an immersion 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 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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.