108 & 112 Mahia Road, Manurewa, Auckland
View on mapManaaki Whānau Roopu Tupuranga
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 |
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Te tau a te Tāhuhu o te Mātauranga |
25257 |
||
Te tūmomo raihana |
He Ratonga Mātauranga me te Atawhai |
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Te ture raihana |
Ture Mātauranga (Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
80 ngā tamariki, kia 15 ki raro i te rua o ngā tau |
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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% + |
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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 |
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Te wā o tēnei pūrongo |
01 Haratua, 2018 |
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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 |
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Ministry of Education profile number |
25257 |
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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 |
80 children, including up to 15 aged under 2 |
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Service roll |
68 children including up to 15 under 2 |
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Gender composition |
Boys 29 Girls 39 |
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Ethnic composition |
Māori |
100% |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Meets minimum requirements |
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Over 2 |
1:7 |
Meets minimum requirements |
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Review team on site |
March 2018 |
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Date of this report |
1 May 2018 |
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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.
Manaaki Whānau Roopu Tupuranga - 17/06/2015
1 Te Aromātai i te Ratonga
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 pai te tūnga o Manaaki Whānau Roopu Tupuranga ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki.
Ko ngā kitenga a Te Tari Arotake Mātauranga e hāpai ana i te whānuitanga o tēnei whakataunga, kua whakarāpopotongia ki raro iho nei.
He Whakamārama
Ko Manaaki Whānau Roopu Tupuranga (Manaaki Whānau) tētahi umanga whare kōhungahunga motuhake e tū ana ki Manurewa, ki Tāmaki-makau-rau ki te tonga. Kua raihanatia te whare kōhungahunga mō ngā tamariki 80, otirā, mō ngā tamariki 15 tonu o ēnā ki raro i te rua o ngā tau, ā, he ratonga tēnei mō te rā katoa. Ka whakarato te whare kōhungahunga i te ako kākano rua, reo rua hoki, ā, e arahina ana e ngā whakapono Māori me ngā uaratanga Māori i tuku iho ai, pērā i te whanaungatanga, te rangatiratanga, te kotahitanga, me te manaakitanga. He wāteatea, he hihiri hoki ngā wāhi o waho, o roto hoki, ā, ka kitea hoki te whai pānga mai o ngā āhuatanga Māori. Ka ahu mai ngā tamariki i Manurewa, i ngā takiwā whānui hoki o reira. Kei te rōpū whakaako ngā kaiako tokorima e mau nei i ā rātou rēhitatanga tūturu, tokotoru e mai nei i ā rātou rēhitatanga tārewa. E kī ana te tirohanga whānui a te whare kōhungahunga: ‘Ko ngā tamariki ō tātou rangatira, tō tātou tauira anō hoki mō āpōpō.’
Ko te whāinga a ngā kaiako me ngā kaiwhakahaere, ko te whakarato i tētahi wāhi haumaru mō te tinana me te whatumanawa o te tamaiti, ā, e whakaongaongatia ana - ā-ahurea, ā-hinengaro hoki, ā, kia hāngai ngā taunekeneke katoa ki te noho whakaute, me te aro nui, te tauutuutu hoki o ngā hononga.
He komiti whakahaere ā Manaaki Whānau, ā, kei runga i te komiti ko ngā koroua me ngā kuia o te hapori nei, me te kaiwhakahaere o te whare kōhungahunga. Kei te komiti te kawenga ki te kāwana me te whakahaere whānui i te whare kōhungahunga. Ka tautoko rātou i ngā tamariki, ngā whānau, me ngā kaimahi, ā, e noho pūmau ana ki te tirohanga o te whare kōhungahunga me te ao Māori.
I te tau 2012, i tāutu ai te arotake o mua a Te Tari Arotake Mātauranga i wētahi wāhanga e tino whakahaere pai ana, ā, i hāngai aua wāhanga ki te aromatawai, te whakamahere, ngā hononga, me te taiao ako. Hei whakapai ake anō i ngā whakaritenga i taunakihia ai i taua wā kia haere tonu ngā mahi ki te whakapakari tonu i te whakapuakitanga o te mātauranga pai me te atawhai pai, me te whakarato i ngā rauemi ka hāpai i te ako a ngā tamariki me tō rātou whakawhanaketanga ā-tinana.
2 Ngā Whakaaturanga o te Arotake
Ka wheako ngā tamariki i tētahi hōtaka tino whakaongaonga e whakamana ana i tā rātou ako me ā rātou whiringa. E āhei ana ngā tamariki ki te mahi ki te taha o ngā kaimahi, ki ngā rōpū iti, ki te kōkiri rānei i ā rātou ake akoranga. He ngahau ngā mahinga, ngā whakawhitinga, me ngā wā noho whāriki, ā, he pai hoki te whakahaeretanga o aua wā hei wā whakahoahoa, hei wā ako anō hoki mō ngā tamariki. He hihiri ngā mahi ā-kaupapa, ā, ka ū tonu te aro nui o ngā tamariki. He pakari te tūhura haere o ngā tamariki i tō rātou taiao ako e mau nei i te pai o ngā rauemi, ā, e āta whakaatu ana, e āta whakarato ana i ngā kitenga me ngā tohu o te ao Māori hei rauemi anō hoki mā rātou. E wātea ana ki ngā tamariki tētahi marautanga riterite e whai pānga ana ki te hangarau, te pāngarau, te reo matatini, te pūtaiao, me te kori tinana. E āhei ana rātou ki te whakamātau, te hoki anō ki ngā taumahi e hiahiatia ana e rātou, te whakamātau rānei i ngā wero hou. Ka whakamanatia ngā tamariki kia whanake ai rātou hei ākonga pakari ka kōkiri i ā rātou ake akoranga.
He whai wāhitanga mō ngā pēpi ki te tūhura i tō rātou taiao akoranga i āta whakamaheretia ai. Kei a rātou tō rātou ake wāhi, ā, ka tino atawhaitia rātou, ka arohaina hoki rātou. Kei te hōtaka akoranga ngā whai wāhitanga mō ngā pēpi ki te whakamahi i ō rātou tairongo katoa i a rātou e tūhura haere ana. Ka whakatutukihia ngā matea ā-tinana o ngā pēpi i ngā wā e tika ana. He whai wāhitanga mō rātou ki te taunekeneke ki waenga i a rātou anō. Ka tino aro nui ngā kaiako ki ngā matea o ngā pēpi – ā-whatumanawa, ā-tinana, ā-tangata, ā-ahurea hoki. Ka ako ngā pēpi ki tētahi taiao mahana, ā, he mārie, he whakaongaonga hoki mō rātou.
Ka wheako ngā tamariki i ngā taunekeneke papai. Ka atawhai, ka manaaki, ka whakaute hoki ngā kaiako i ngā tamariki. Ka ārahi, ka whakahaere hoki rātou i ngā tamariki mā ngā huarahi e whakakoia ana i a rātou. He maha ngā wā ka whakamihia, ka whakanuia ngā tamariki mō ā rātou whakamātau, me ā rātou whakatutukitanga. Ka akiaki ngā kaiako i ngā tamariki ki te whakawhanake i ngā whanonga papai. He mātau ngā kaiako ki te hāpai i ngā tamariki i a rātou e tūhura ana, e patapatai ana, e hīraurau hopanga ana hoki. Ka āta mātakina ngā tamariki i ngā wā katoa. He tino kaha te whanaungatanga ki waenga i ngā tamariki me ngā kaiako.
Ka āta hāpaitia ngā tamariki i roto i te whakawhanaketanga o tō rātou reo Māori. Ko te reo me ngā tikanga Māori ētahi kaupapa matua ki ngā kaiwhakahaere, ngā kaimahi, me te whānau. Ahakoa he rerekē ngā taumata māramatanga o ngā kaiako, ka whakamahi rātou i te reo Māori i ngā wā katoa i a rātou e whakawhiti kōrero ana ki waenga i a rātou anō, ki ngā tamariki hoki. He aronga ki te whare kōhungahunga katoa, kia whakawhanake ake, kia whakapakari ake hoki ngā kaimahi katoa i ō rātou āheinga i roto i te reo Māori. Ko te tikanga, ka whai pānga pai hoki tēnei ki te whakawhanaketanga o te reo Māori o ngā tamariki.
Ka rongo ngā tamariki i te reo Māori e kōrerohia ana, puta noa i te rā. He pakari te whai wāhi atu a ngā tamariki ki ngā taumahi ka taki, ka waiata hoki rātou i ngā waiata me ngā karakia. He tokomaha ngā tamariki e āhei ana ki te mārama i ngā kīanga me ngā tohutohu i roto i te reo Māori. E āhei ana ētahi o ngā tamariki ki te āta whakautu i ngā pātai me ngā whakawhitinga kōrero mā te reo Māori. E tino hāpaitia ana ngā tamariki i roto i te whakawhanaketanga o tō rātou reo Māori.
Ka whakamahia ngā ngākau nuitanga o ngā tamariki hei ārahi i ngā mahere, te aromātai hōtaka, me ngā mahi aromatawai. Ka arotahi ngā mahere me ngā aromatawai ki ngā ngākau nuitanga me ngā matea o ngā tamariki, ā, ka hāngai hoki ki te whānuitanga o ngā tūmomo kaupapa. Kei ngā pūkete a ia tamaiti ngā tūmomo āhuatanga o te aromatawai, ā, he kōrerotanga anō hoki a te whānau ki ētahi o ēnā. Ka kitea hoki ki ngā pūkete ngā wheako ako ā-rōpū, ngā taumahi ā-kaupapa hoki a ngā tamariki. He ātaahua ngā pūkete, kua āta whakatakotohia, ā, e noho wātea ana ki ngā mātua.
Ko te ako a ngā tamariki, tō rātou whakawhanaketanga, me tō rātou waiora kei te pūtake o ngā whakataunga katoa me ngā tukanga whakahaere. Ka whakamahi ngā kaiwhakahaere me ngā kaiako i te arotake whaiaro hei rautaki mahi, hei rautaki whakaaro huritao hoki, kia pai ake ai ngā putanga ki ngā tamariki, me te aroturuki i ā rātou whāinga rautaki.
Ngā Whakaritenga Matua ka Whai Ake
E mōhio ana te komiti whakahaere, e tika ana kia whakapai ake rātou i ngā tukanga e pā ana ki te arohaehae kaimahi. E mōhio ana te komiti, ka whai pānga matua te arohaehae ki te ako a ngā tamariki, me tō rātou whakawhanaketanga.
Ko te whakapakari i ngā hononga ā-whānau tētahi kaupapa matua tonu. Kei te whakarerekē tonu ngā kaimahi me ngā kaiwhakahaere i ā rātou whakaritenga, kia pai ake ai te uru mai me te whai wāhi mai hoki o te whānau ki te ao o te whare kōhungahunga. He tūturu te noho pūmau o ngā kaimahi me te whakahaeretanga ki te whakapai ake i te whai wāhi nui mai a te whānau.
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.
Te Taunakitanga
I whakawhanakehia e Te Tari Arotake Mātauranga me te komiti whakahaere te taunakitanga e whai ake nei, arā:
- kia whakawhānuihia te arotake whaiaro, kia whai pānga anō hoki ki te arohaehae a ngā kaimahi me te whai wāhi mai o te whānau.
Te Whakarāpopototanga
Ko Manaaki Whānau Roopu Tupuranga tētahi umanga whare kōhungahunga motuhake e tū ana ki Manurewa, ki Tāmaki-makau-rau ki te tonga. Ka whakarato te whare kōhungahunga i te ako kākano rua, reo rua hoki, ā, e arahina ana e ngā whakapono Māori me ngā uaratanga Māori i tuku iho ai, pērā i te whanaungatanga, te rangatiratanga, te kotahitanga, me te manaakitanga. Ka whiwhi ngā tamariki i ngā wheako akoranga whakaongaonga ki tētahi taiao e mau nei i te maha o ngā rauemi, e noho hihiri ana, ā, e whakakoia ana hoki i tō rātou ahurea me tō rātou reo. Ko ngā arohaehae, me te whakapiki ake i te whai wāhi mai o te whānau, ētahi āhuatanga hei tirohanga ake.
Te arotake ka whai ake
Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te ratonga?
Ka arotake anō Te Tari Arotake Mātauranga i Manaaki Whānau Roopu Tupuranga i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
19 Pipiri, 2015
Ngā kōrero mō te Whare Kōhungahunga
Kei whea |
Manurewa, Tamaki Makaurau ki te Tonga |
||
Te Tau o Te Tāhuhu |
25257 |
||
Te tūmomo whare |
He Whare Kōhungahunga |
||
Te matua raihana |
Mātauranga (He Whare Kōhungahunga) Ture 2008 |
||
Te maha mō te raihana |
80, waihoki 15 kei raro i te rua tau |
||
Te maha kei te rārangi ingoa |
65, waihoki 15 kei raro i te rua tau |
||
Te ira tangata |
Tamatāne 33 Tamawāhine 32 |
||
Ngā iwi |
Māori NZ Pākehā |
61 4 |
|
Te puna mātauranga kaiako |
100% |
||
Te maha ki ia tamaiti |
Raro i te rua tau |
1.3 |
E tika ana ki tā te ture |
Neke atu i te rua tau |
1.5 |
E tika ana ki tā te ture |
|
Te hunga arotake |
Poutū-te-rangi 2015 |
||
Te rā o te ripoata |
19 Pipiri 2015 |
||
Ngā wā i arotakengia |
Arotake Tāpiri Arotake Tāpiri Arotake Mātauranga |
Paenga-whāwhā 2012 Poutū-te-rangi 2011 Paenga-whāwhā 2010 |
1 Evaluation of the Service
How well placed is Manaaki Whānau Roopu Tupuranga to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Manaaki Whānau Roopu Tupuranga is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
Manaaki Whānau Roopu Tupuranga (Manaaki Whānau) 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 bi-cultural and bi-lingual learning that is guided by traditional Māori beliefs and values which include whanaungatanga, rangatiratanga, kotahitanga and manaakitanga. The outdoor and indoor environments are spacious, vibrant and include Māori art works. Children come from Manurewa and outlying areas. The teaching team includes five fully registered teachers and 3 provisionally registered teachers. The centre philosophy states: ‘Children are our future leaders and role models.’
Teachers and managers aim to provide an environment which is physically and emotionally safe, culturally and intellectually stimulating and where interactions are based on respectful, responsive and reciprocal relationships.
The Manaaki Whānau Management Committee includes local koroua and kuia and the centre manager. The committee is 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 Maori.
The previous ERO review of 2012 highlighted several areas of good performance pertaining to assessment, planning, relationships and the learning environment. Continuing to strengthen the delivery of good education and care and providing resources to support children’s learning and physical development was recommended to improve practice.
2 The Review Findings
Children experience a highly stimulating programme where their learning and choices are valued. Children are able to work with kaimahi, in small groups or on their own. Routines, transitions and group mat times are fun, well managed and are positive social and learning times for children. Kaupapa mahi is interesting and keeps children fully engaged. Children confidently explore their well resourced learning environment where te ao Māori images and symbols are prominent and available alongside other resources. Children have access to a balanced curriculum which includes technology, numeracy, literacy, science and physical play. They are able to take risks, repeat activities or try new challenges. Children are empowered to develop as capable, independent learners.
Babies have opportunities to explore their well planned learning environment. They have their own space where they are well cared for and loved. The learning programme provides opportunities for babies to use all of their senses to explore. Babies’ physical needs are tendered to as required. They have opportunities to interact with each other. Teachers are highly responsive to the babies’ emotional, physical, social and cultural needs. Babies learn in an environment that is warm, calm and stimulating.
Children experience positive interactions. Teachers are warm, caring and respectful towards children. They guide and manage children in affirming ways. Children often receive praise and acknowledgement for their efforts and achievements. Teachers encourage children to develop positive behaviours. Teachers skilfully support children as they explore, ask questions and problem solve. Children are well supervised at all times. There is a strong sense of whanaungatanga among children and teachers.
Children are well supported in their te reo Māori development. Te reo and tikanga Māori are priorities for managers, staff and whānau. Although teachers are at different levels of understanding, they consistently use te reo Māori in their conversations with each other and children. There is a centre wide focus for all kaimahi to further develop and strengthen their capabilities in te reo Māori. This should have a positive impact on children’s te reo Māori development.
Children hear te reo Māori being spoken throughout the day. Children confidently participate in activities where they recite and sing waiata and karakia. Several children are able to understand te reo Māori phrases and instructions. Some children are able to respond appropriately to questions and discussions in Māori. Children are well supported in their te reo Māori development.
Children’s interests are used to guide planning, programme evaluation and assessment practices. Planning and assessments focus on children’s interests and needs, and cover a range of kaupapa. Individual profiles include various assessment artefacts some of which include whānau contributions. Children’s group learning experiences and kaupapa activities are also evident in profiles. Profiles are attractive, well presented and readily accessible to parents.
Children’s learning, development and wellbeing are the focus of all decision making and management processes. Managers and teachers use self review as an action and reflection tool to improve outcomes for children and for monitoring their strategic goals.
Key Next Steps
The management committee acknowledge their processes for appraising staff needs improvement. The committee recognise that appraisals have a direct impact on children’s learning and development.
Building whānau relationships continues to be a priority. Staff and managers continue to adapt their practices to welcome and include whānau in the life of the centre. There is a genuine commitment by staff and management to improve whānau input and participation.
Management Assurance on Legal Requirements
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:
- 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.
Recommendation
ERO and the management committee developed the following recommendation:
- self review be extended to include staff appraisal and whānau participation.
Conclusion
Manaaki Whānau Roopu Tupuranga is a privately owned early childhood centre located in Manurewa, South Auckland. The centre offers bi-cultural and bi-lingual learning and is guided by traditional Māori beliefs and values including whanaungatanga, rangatiratanga, kotahitanga and manaakitanga. Children receive stimulating learning experiences in an environment that is well resourced, vibrant and affirms their culture and language. Appraisals and raising whānau participation are areas that require attention.
Next Review
When is ERO likely to review the service again?
The next ERO review of Manaaki Whānau Roopu Tupuranga will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
19 June 2015
Information about the Early Childhood Service
Location |
Manurewa, South Auckland |
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Ministry of Education profile number |
25257 |
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Licence type |
Education & Care Service – Privately Owned |
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Licence under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
80 children, including up to 15 aged under 2 |
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Service roll |
65 including 15 under two year olds |
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Gender composition |
Boys 33 Girls 32 |
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Ethnic composition |
Māori NZ European/Pākehā |
61 4 |
|
Percentage of qualified teachers |
100% |
||
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 |
March 2015 |
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Date of this report |
19 June 2015 |
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Most recent ERO report(s) |
Supplementary Review Supplementary Review Education Review |
April 2012 March 2011 April 2010 |
3 General Information about Early Childhood Reviews
ERO’s Evaluation Framework
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.
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.