Te Kopae Piripono

Education institution number:
50532
Service type:
Education and Care Service
Definition:
Maori ECE service (excluding TKR)
Total roll:
27
Telephone:
Address:

Marfell School 10 Endeavour Street, Marfell, New Plymouth

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Te Kopae Piripono - 24/01/2018

1 Te Aromātai i Te Kōpae Piripono 

He pēhea te tūnga o Te Kōpae Piripono 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 ngā tamariki e whakaatu i ō rātou ngākau titikaha hei uri o ngā iwi o Taranaki? 

Ka āta whakaatu ngā tamariki i te whakawhanaketanga o ō rātou mōhiotanga, ō rātou māramatanga hoki hei uri o Taranaki, puta noa i ā rātou akoranga.

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 Te Kōpae Piripono tētahi whare kōhungahunga o te mātauranga rumaki reo Māori e tū ana ki Moturoa, i Ngāmotu. He raihana tā te puna akoranga mō ngā tamariki 25, me te 15 o rātou ki raro i te rua o ngā tau. Nō te tau 1994 te puna akoranga i whakatūngia ai e te whānau whānui, hei pupuri i te reo me ngā tikanga Māori, hei whai i te hiringa o te mātauranga mō Ngāi Māori mā Ngāi Māori, ā, hei āta whakatakoto i te huarahi mātauranga e tino whai hua ai ki ngā whānau me ngā mokopuna.

E kāwanatia ana Te Kōpae Piripono e Te Pou Tiringa Incorporated Trust, ā, e whakahaerehia ana e tētahi rōpū ārahi e kīia nei, ko Tumukātua. Kua riro i ngā kaitiaki katoa ā rātou tohu mātauranga. E whakanuia ana te puna akoranga hei tohu o te mātauranga auaha i āta rangahaua ai, nā te whanaketanga o tētahi hanganga ārahi e poipoi ana i te ahurea (e kīia ana ko Ngā Takohanga e Whā), me tētahi tauira e whakatakoto ana i ngā huarahi mō ngā tamariki me ngā pākeke ki te whakatau take (ko Te Ara Poutama). Ko te noho pūmau me te whai wāhi nui o ngā whānau tētahi āhuatanga matua o te whakauru mai ki te puna akoranga. Ka hāngai hoki tēnei ki te whakawhanaketanga o te whānau i roto i te reo Māori o Taranaki, te whakamahinga o te reo Māori ki te kāinga, te whai wāhi ki te hōtaka akoranga, me te āta tautoko mātātoa nei i ngā tamariki me ngā mahi ki te kohi pūtea.

I tāutu te pūrongo o mua a Te Tari Arotake Mātauranga i te Mahuru o 2013, i te tino pakari o Te Kōpae Piripono hei whare kōhungahunga mātauranga.

Ngā Whakaaturanga o te Aromātai

He ngākau titikaha ō ngā tamariki e ako ana i tētahi marautanga e āta whakarangatira ana i te mātauranga o Taranaki whānui. Ko te reo o Taranaki te reo whakawhitiwhiti whakaaro, me te tūāpapa o te marautanga. Ka whakamahi ngā kaitiaki i te whānuitanga o ngā tūmomo rautaki ako reo e whai hua ana, hei whakapiki ake i te whakawhanaketanga reo o ngā tamariki me tō rātou māramatanga. Ko ētahi o aua rautaki, ko te mahi ngahau mā ngā waiata me ngā kupu Māori, me te whakapuaki anō hoki i ngā haka, ngā pūrākau, me ngā karakia. Ka aro nui ki ngā uaratanga, ngā hītori, me ngā kōrero tuku iho hoki o Taranaki, hei whakatairanga i ngā tikanga me ngā whakamahinga o te reo e hāngai pū ana ki ngā iwi o Taranaki. Nā tēnei, ka whai wāhi atu a Te Kōpae Piripono ki ngā huihuinga o te iwi, pērā i te rā maumaharatanga o Parihaka. E whanake ana ngā tamariki i te tino tuakiri hei uri o Taranaki.

E pou herea ana te ako a ngā tamariki ki te whanaungatanga. He tātai whakapapa tō ngā tamariki katoa me te nuinga o ngā kaitiaki ki Taranaki. He manaaki, he whakaute hoki tō ngā hononga me ngā taunekeneke ki waenga i ngā tamariki me ngā pākeke. Ko te whanaungatanga te tūāpapa o aua hononga. E whai pūtake ana ngā mahinga, ā, ka hāpai ēnei i te mauritau o ngā tamariki, nā tō rātou noho matapae ki te rere o te rā. E ako ana ngā tamariki nohinohi ki tētahi wāhi e whakakotahi ana i te katoa, ā, e atawhaitia ana hoki rātou i runga i te aro nui ki te rerekē haere o ngā matea me ngā ngākau nuitanga o ia tamaiti.

E whiwhi ana ngā tamariki i ngā painga ka puta nā tētahi pūnaha tautoko kāwana e whai hua ana. Ko ngā hiahia me ngā wawata o te whānau mō ā rātou tamariki e whakatutukihia ana e ngā mema o te poari, me ō rātou tino pūkenga hei kaiārahi i roto i te whānuitanga o ngā tūmomo tūnga whakahaere. E arotahi ana ngā hui o ia marama ki ngā kawenga e pā ana ki te pūtea, ngā mahi rautaki, ngā rawa, me ngā herenga ā-ture. He tino pakari te aromātai o roto. Ko te kounga me te whai huatanga o te aromātai o roto e hāpai ana i te poari ki te titiro whakamua, te whai kawenga takohanga, me te arotahi ki te whakapai ake i ia te wā. He mārama te aronga me te ārahitanga o te tūtohinga a Te Kōpae Piripono. E whai wāhi ana te whānau ki ngā mahi ki te arotake me te whakawhanake i ngā mahere rautaki me ngā mahere ā-tau. Arotakengia ai ngā kaupapa here me ngā tukanga ki ngā hui ā-whānau i ia te wā. Ko te pūrongo i ngā āhuatanga katoa o ngā whakahaeretanga, he whai wāhitanga mō te whānau ki te kite e pēhea nei te kounga o ā rātou whakaritenga ki te aro nui ki ngā matea o ā rātou tamariki. E whakahaerehia ana te puna akoranga hei painga mō ngā tamariki.

E whakatairangatia ana te ako a ngā tamariki ki te ārahitanga e aro nui ai ki ngā tino painga mō ngā tamariki. I whai wāhi Te Kōpae Piripono ki tētahi kaupapa rangahau i whakataungia ai ko rātou tētahi whare kōhungahunga auaha. I hāngai te auaha ki te ārahitanga ngātahi e ahu mai ana nā te noho ā-whānau. Kua whai pānga nui te rangahau ki ngā whakaritenga i Te Kōpae Piripono. Kāhore ngā hua i whai pānga noa ai ki te hiringa o ngā whakaritenga mā ngā tamariki, engari kē, i whakamana anō hoki i te whānau. Kua toro atu ngā hua ki tua atu i te puna akoranga, a, kua tau atu hoki ki ngā kāinga o ngā whānau. Kua whakapakarihia ngā hononga ki ngā whānau. Kua whai hua anō hoki tēnei tūāhuatanga ki ngā whakawhitinga atu ki ngā kura kaupapa Māori me ngā kura auraki. E tino mōhio ana ngā tamariki ki tō rātou whai wāhi nui ki te puna akoranga me te hapori whānui.

Te Taunakitanga

I tāutuhia e Te Tari Arotake Mātauranga, ko te taunakitanga matua mā te poari, te rōpū whakahaere, me te whānau, ko te whakatairanga tonu i te aromātai o roto me ngā rangahau e whai hua ana, ki te āta whakatau i ngā tino putanga mō te katoa, me te āta whakatutukitanga anō hoki o ngā whāinga rautaki.

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 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 Te Kōpae Piripono i roto i ngā tau e whā.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

24 Kohitātea, 2018 

2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga  

Te tūwāhi 

Kei Moturoa, ki Ngāmotu

Te tau a Te Tāhuhu o te Mātauranga

50532

Te tūmomo raihana

He Ratonga Mātauranga me te Atawhai

Te ture raihana 

Ture Mātauranga (Kōhungahunga) 2008

Te tokomaha mō te raihana 

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

Te tokomaha kei te rārangi ingoa

25

Te ira tangata 

Kōtiro 13

Tama 12

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

1:2

He pai kē atu i ngā herenga tikanga

Ki runga ake i te rua tau

1:2

He pai kē atu i ngā herenga tikanga

Te wā i te whare kōhungahunga te rōpū arotake

Whiringa-ā-rangi 2017

Te wā o tēnei pūrongo

24 Kohitātea, 2018

Ngā pūrongo o mua ā Te Tari Arotake Mātauranga 

Arotake Mātauranga

Arotake Mātauranga

Mahuru 2013

Poutū-te-rangi 2005

1 Evaluation of Te Kōpae Piripono

How well placed is Te Kōpae Piripono to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

How effectively do tamariki show confidence as descendants of Taranaki iwi?

Tamariki confidently demonstrate their developing knowledge and understanding of being descendants of Taranaki throughout their learning.

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

Background

Te Kōpae Piripono is a total Immersion Māori Early Childhood Centre located in Moturoa, New Plymouth. The centre is licensed for 25 tamariki including 15 pēpi under two years of age. It was established in 1994 by whānau whānui to retain te reo me ngā tikanga Māori, pursue excellence in education for Māori by Māori and offer a brighter future for whānau and mokopuna.

Te Kōpae Piripono is governed by Te Pou Tiringa Incorporated Trust and managed by a leadership team, Tumukātua. All teaching staff (kaitiaki) are fully qualified. The centre is recognised as an innovative and researched based education leader with the development of a culturally responsive leadership model (Ngā Takohanga e Whā) and a model for tamariki and pakeke to deal positively with resolving issues (Te Ara Poutama). Whānau commitment and involvement is an important element of enrolment. This involves whānau development in te reo Māori o Taranaki, a reo Māori environment at home, input into the learning programme and an active role in supporting tamariki and fundraising

The September 2013 ERO report identified Te Kōpae Piripono as a high performing early childhood centre.

The Review Findings

Tamariki are confident learners of a curriculum that prioritises knowledge of Taranaki whānui. Te reo o Taranaki is the language of communication and the foundation for the curriculum. Kaitiaki use a range of effective language learning strategies to increase tamariki reo development and understanding. These include fun with waiata and kupu Māori, haka, pūrākau and karakia.  A strong focus on the values and cultural histories and stories of Taranaki promote tikanga and reo practices unique to Taranaki iwi. This includes the involvement of Te Kōpae Piripono in community tribal events such as the commemoration for Parihaka. Tamariki are developing a strong identity as ngā uri o Taranaki.

Tamariki learning is underpinned by whanaungatanga.  All children most kaitiaki whakapapa to Taranaki. Relationships and interactions are caring and respectful between tamariki and with adults. These relationships are based on whanaungatanga. Routines are purposeful and give tamariki a sense of security in being able to predict what will happen next. Younger tamariki learn in an inclusive environment with consistent caregiving that is responsive to each child’s changing needs and preferences.

Tamariki benefit from an effective governance support system. The needs and aspirations of whānau for their tamariki are fulfilled by board members who are highly skilled leaders in a range of management positions. Monthly meetings are focused on financial, strategic, property and legislative requirements. Internal evaluation is rigorous and robust. The quality and effective practices of internal evaluation supports the board to be visionary, accountable and focus on continuous improvement. The charter provides clear direction and guidance for Te Kōpae Piripono. Whānau are involved in the process of reviewing and developing strategic and annual plans. Policies and procedures are regularly reviewed at whānau hui. Reporting on all aspects of operations provides whānau with opportunities to see how the quality of their practice is responsive to their children’s needs. The puna akoranga is managed in the best interest of the tamariki.

Tamariki learning is enhanced by leadership that focuses on positive outcomes for children. Te Kōpae Piripono were involved in a Learning, Teaching and Research which deemed them to be a centre of innovation. The innovation focused on collaborative, collective leadership which was located within the contexts of whānau. The research has had a major influence on practice for Te Kōpae Piripono.  The benefits have not only impacted on excellent practice for children but also has been empowering for whānau. The benefits have extended beyond the centre and in to the homes of the whānau. Partnerships with whānau have been strengthened. This has also had a positive impact on transitions to kura and schools. Tamariki are well aware about their place in the centre and the wider community.

Recommendation

ERO identified that the key recommendation for the board, management and whānau is to continue to build on the effective use of internal evaluation and research to ensure positive outcomes for all and the successful achievement of strategic goals.

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. 

Next Evaluation

When is ERO likely to evaluate the immersion centre again?

The next ERO evaluation of Te Kōpae Piripono will be within four years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

24 January 2018 

2 Information about the Early Childhood Service 

Location

Moturoa, New Plymouth

Ministry of Education profile number

50532

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 15 aged under 2

Service roll

25

Gender composition

Girls 13

Boys 12

Ethnic composition

Māori

100%

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:2

Better than minimum requirements

Over 2

1:2

Better than minimum requirements

Review team on site

November 2017

Date of this report

24 January 2018

Most recent ERO report(s)

Education Reviews

Education Review

September 2013

March 2005

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. 

Te Kopae Piripono - 26/11/2013

1 Evaluation of Te Kōpae Piripono

How well placed is Te Kōpae Piripono to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Te Kōpae Piripono is very well placed to promote positive learning outcomes for children.

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

Background

Te Kōpae Piripono is a Māori Immersion Early Childhood Centre. Setup in 1994 the centre celebrates almost 20 years of success as a kaupapa Māori centre with te reo Māori as the medium for teaching and learning. The centre was originally located in the Old Barrett Street Hospital complex but in late 2012, was required to relocate, due to the buildings being deemed an earthquake risk. Te Kōpae Piripono is currently located in temporary modified facilities at Marfell Community School. The centre is seeking to secure a permanent site to better cater for its current service provision and the medium to long-term aspirations of its whānau. Te Kōpae Piripono is licensed for 40 children including 15 under 2’s. There are 11 staff members, 7 with teaching qualifications.

Te Kōpae Piripono philosophy entails supporting and developing the whole whānau. Indigenous Māori concepts and spirituality are the essence of its operation and practice. Values such as manaaki, aroha and rangatiratanga are embedded throughout the organisation. Kaitiaki assist parents and children to realise their potential as positive contributors to themselves first and foremost, and then others within the wider community.

The whānau are engaged in research as part of the Centres of Innovation (COI) programme. The first research project explored the notion of leadership and the critical importance of whānau development to advance successful educational experiences and greater fulfilment in the lives of Māori children and their families. The second research project, which Te Kōpae Piripono has recently acquired, will provide opportunity to further explore insights into kaupapa Māori early childhood education.

The whānau of Te Kōpae Piripono have a strong awareness of their history. Self-determination and a plan for the sustainability of their people are important. The history of Taranaki and of Parihaka and actions of their tupuna guide the whānau of Te Kōpae Piripono.

Te Kōpae Piripono aspires to build strength in its children, whānau and community as lifelong learners. ‘Ngā Takohanga e whā’ is used by the centre to develop individuals as confident contributors to the world. The model focuses on whānau and children sharing responsibility and being responsible leaders. ‘Te Ara Poutama’ a conflict resolution tool is used by whānau and children to positively resolve issues and strengthen relationships. Te Kōpae Piripono provides quality learning for children and adults.

The Review Findings

Te Kōpae Piripono is a high performing centre that captures the essence of partnership between whānau, children and kaitiaki. The children’s wellbeing, identity and interests are at the heart of all operations and practices. Te Kōpae Piripono weaves individual commitments and contributions with collective focus and responsibility for the benefit of all. The community are actively involved in decision making at all levels. They ensure that the vision and purpose of Te Kōpae Piripono are embedded in organisational systems and centre practices.

Te reo Māori is the language of communication at Te Kōpae Piripono. The whānau successfully seek ways to improve the quality of te reo Māori. Te reo Māori, in particular te reo o Taranaki, is a priority. All kaitiaki are competent and fluent speakers of the language. Kaitiaki cater well for the different levels of children’s language. Kaitiaki and children have meaningful conversations. Children are competent speakers of te reo Māori.

The whānau aspiration for children is that they are happy, secure, loving, caring, bright and inquisitive and challenged in their learning. These aspirations influence all decisions about children’s learning and development. Kaitiaki develop meaningful relationships with children and their whānau. Children transition effectively from home to the centre and within the centre. Babies are settled, happy and calm.

Concepts of ngakaunui, aroha and manaaki are the foundation for all interactions Conflict amongst children and kaitiaki are mediated using the ‘Te Ara Poutama’ tool. Children are encouraged to seek a peaceful and agreed resolution. The older children care for the younger children. Tuakana and teina relationships are clearly prominent amongst children.

The programme supports the whānau aspirations for their child’s learning at Te Kōpae Piripono. Evaluation of the programme involves close monitoring and regular review that contribute to improvement. A wide range of assessment practices are used to monitor children’s learning. These include observations, informal discussions and written reports in pakiako (e-learning profiles). Learning in a Māori context is valued and is reflected in reports.

Children have many opportunities to initiate and direct their own learning. The centre environment is well resourced and stimulating. Children enjoy learning in this environment where they are challenged, are creative and have opportunities to solve their own problems. Positive guidance strategies involve children taking responsibility for their own learning and behaviours. These strategies support children to build good relationships with their peers.

Policy, procedure and guidelines provide clear direction for kaitiaki. Self review is used to inform decision making and improvement and there is a strong focus on high quality teaching and learning practice and outcomes for children. Reporting occurs through wānanga, whānau hui and information from ongoing surveys. Whānau make valuable contributions to programme planning and to their own child’s learning profile.

Ngā Takohanga e Whā is a framework for building leadership capability in children. Children are encouraged to engage in the principles of Ngā Takohanga e Wha where they make valuable contributions to their community development. Whānau also use these practices while in the centre and at home.

The strength of the kaiakō team is their capacity and capability to lead and promote a high quality learning environment and programme. Te Kōpae Piripono kaitiaki all have formal early childhood and tertiary qualifications. Their understanding of how children learn and grow as descendants of Taranaki iwi guides teaching and learning.

Key Next Steps

ERO and the centre agree that the future focus will be to:

  • continue to extend children’s interests through strengthening their content knowledge and approaches of inquiry and accessing of information
  • continue professional learning on the use of Information Technology and pakiako
  • deepen whānau knowledge and practice of Ngā Takohanga e Whā: The Four Responsibilities of Leadership
  • continue to deepen knowledge and understanding of te reo o Taranaki
  • strengthen strategies that support the development of te reo o Taranaki within the wider Te Kōpae Piripono community
  • initiate the identification and procurement of suitable, permanent site and purpose built facilities for Te Kōpae Piripono, to enable the medium to long term aspirations of whānau.

Management Assurance on Legal Requirements

Before the review, the management of Te Kōpae Piripono completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ taken all reasonable steps to meet their legal obligations related to:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Te Kōpae Piripono will be in four years.

Lynda Pura-Watson

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

26 November 2013

The Purpose of ERO Reports

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.

1 Te Aromātai i Te Kōpae Piripono

He pēhea te tūnga o Te Kōpae Piripono ki te whakatairanga i te pai o ngā putanga akoranga mō ngā tamariki?

Kāhore i te pai

Me whakawhanake ake

He pai

He tino pai

He tino pai te tūnga o Te Kōpae Piripono ki te whakatairanga i te pai o ngā putanga akoranga mō ngā tamariki.

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

He Whakamārama

Ko Te Kōpae Piripono tētahi pokapū mātauranga kōhungahunga e rumakina ana ki te reo Māori. Nō te tau 1994 tēnei pokapū i whakatūngia ai, ā, kua tata tae ki te 20 o ngā tau e whai hua ana hei pokapū kaupapa Māori e whakaako ana, e ako ana hoki mā te reo Māori. I te tīmatanga, i tū te pokapū ki ngā whare i te hōhipera o Old Barrett Street, engari i te mutunga o te tau 2012 i tonoa kia hūnuku rātou nā te mōrearea o ngā whare inā he rū whenua. I tēnei wā e tū ana Te Kōpae Piripono ki ētahi whare tīhokahoka o te kura o Marfell Community. E rapu huarahi ana te pokapū ki te nuku ki tētahi wāhi tūturu, kia pai ake ai te āhua o tana whakaratonga me te whakatutukitanga i ngā wawata o te wā waenga me te wā roa o tōna whānau. Kua raihanatia Te Kōpae Piripono mō ngā tamariki 40, tae atu ki ngā tamariki 15 kei raro i te rua o ngā tau. 11 ngā kaimahi, ā, tokowhitu ngā tamariki e mau ana i ngā tohu mātauranga e pā ana ki te whakaako.

Ko tā Te Kōpae Piripono tikanga whakaaro, he hāpai, he whakawhanake hoki i te whānau katoa. Ko ngā ariā taketake Māori me te wairua anō hoki te tūāpapa o āna whakahaeretanga, o āna whakaritenga hoki. Kua whakapūmautia ngā uaratanga o te manaaki, te aroha, me te rangatiratanga, puta noa i te pokapū. Ka āwhina ngā kaitiaki i ngā mātua me ngā tamariki, ki te whakatutuki i ō rātou pūmanawa, kia whai hua tō rātou tautoko i a rātou anō ka tahi, ka rua ki ētahi atu i te hapori whānui.

Kei te rangahau te whānau, hei wāhanga tonu o te hōtaka o Ngā Kauhanga Whakarehu. I tūhura te kaupapa rangahau tuatahi i te ariā o te ārahitanga me te whai pānga nui o te whakawhanaketanga o te whānau hei kōkiri i te whai huatanga o ngā wheako mātauranga, kia eke angitu ake ai te ao o ngā tamariki Māori me ō rātou whānau. Nō nā tata tonu nei Te Kōpae Piripono i whiwhi ai i te kaupapa rangahau tuarua, ā, he whai wāhitanga tēnei ki te tūhura ake i ngā tirohanga ki te mātauranga kōhungahunga kaupapa Māori.

He nui te mōhiotanga o te whānau o Te Kōpae Piripono ki tō rātou hītori. Ka whai pānga nui te tino rangatiratanga me tētahi mahere mō te whakapūmautanga o tō rātou iwi. Ko te hītori o Taranaki me Parihaka, ko ngā mahi hoki a ō rātou tūpuna, ka ārahi i te whānau o Te Kōpae Piripono.

Ko tō Te Kōpae Piripono wawata, ko te whakapakari ake i ngā tamariki, ngā whānau, me te hapori hoki ki te ako tūroa tonu. Ka whakamahia ‘Ngā Takohanga e whā” e te pokapū, ki te whakawhanake i tēnā me tēnā ki te āta whakarato ki te ao. Ka arotahi taua tauira ki te kawe ngātahi a te whānau me ngā tamariki, me te tū hei kaiārahi e whai kawenga anō hoki. Ko ‘Te Ara Poutama’ tētahi rautaki whakatau take e whakamahia ana e te whānau me ngā tamariki kia pai ai te whakatau i ngā take, te whakapakaritanga anō hoki i ngā hononga. Ka whakarato Te Kōpae Piripono i te kounga o te mātauranga mā ngā tamariki me ngā pākeke.

Ngā Whakaaturanga Arotake

He pakari te āhua o ngā mahi ki Te Kōpae Piripono, e kapo atu ana i te iho o te hononga ki waenga i te whānau, ngā tamariki, me ngā kaitiaki. Ko te waiora, te tuakiri, me ngā ngākau nuitanga o ngā tamariki kei te pūtake o te katoa o ngā whakahaeretanga me ngā whakaritenga. Ka tuituia e Te Kōpae Piripono ngā ngākau nuitanga me ngā whai wāhitanga a ia tangata me te aronga ngātahi, te kawenga ngātahi anō hoki, hei painga mō te katoa. He mātātoa te whai wāhi o te hapori ki te whakatau i ngā whakaritenga ki ngā taumata katoa. Ka āta whakarite rātou kia noho pūmau te tirohanga me te pūtake o Te Kōpae Piripono ki āna pūnaha whakahaere, āna whakaritenga anō hoki ki te pokapū.

Ko te reo Māori te reo whakawhiti whakaaro ki Te Kōpae Piripono. Ka whai hua te whānau ki te rapu i ngā huarahi ki te whakapai ake i te kounga o te reo Māori. Ka noho matua te reo Māori, inā koa, ko te reo o Taranaki. He matatau ngā kaitiaki katoa ki te reo Māori. He pai te whakatutuki a ngā kaitiaki i ngā tūmomo reanga o ngā tamariki i roto i te reo. Ka whai pūtake ngā whakawhitinga kōrero ki waenga i ngā kaitiaki me ngā tamariki. He mātau ngā tamariki ki te kōrero i te reo Māori.

Ko tō te whānau wawata, kia harikoa, kia tau, kia tuku aroha, kia manaaki, kia koi, kia pākiki hoki ngā tamariki, ā, kia whakawerohia rātou i roto i ā rātou akoranga. Ka whai pānga aua wawata ki ngā whakataunga katoa e pā ana ki ngā akoranga a ngā tamariki me ō rātou whakawhanaketanga. Ka whakawhanake ngā kaitiaki i ngā hononga whai pūtake ki te taha o ngā tamariki me ō rātou whānau. He pai te whakawhiti o ngā tamariki i te kāinga ki te pokapū, ki roto hoki i te pokapū. He tau, he harikoa, he mārie hoki ngā pēpi.

Ko ngā ariā o te ngākau nui, te aroha, me te manaaki te pūtake o ngā taunekeneke katoa. Ka whakatau ngā raruraru ka pupū ake ki waenga i ngā tamariki me ngā kaitiaki mā te rautaki o ‘Te Ara Poutama’. Ka ākina ngā tamariki ki te whai atu i ngā whakataunga rangimārie e whakaaetia ana. Ka manaaki ngā tamariki tuākana i ngā tamariki tēina. Ka āta kitea te hononga ki waenga i te tuakana me te teina ki waenga i ngā tamariki.

Ka hāpai te hōtaka i ngā wawata o te whānau mō ngā akoranga o ā rātou tamariki ki Te Kōpae Piripono. Ko te aromātai i te hōtaka ka hāngai ki te āta aroturuki me te arotake auau, ā, ka whai pānga ēnei ki te whakapaitanga ake. Ka whakamahia te whānuitanga o ngā whakaritenga aromatawai hei aroturuki i ngā akoranga a ngā tamariki. Ka hāngai ēnei ki ngā kitenga, ngā kōrerorero, me ngā pūrongo i tuhia ai ki ngā pakiako (arā, ngā pūkete ako ā-hiko). Ko te ako mā te horopaki Māori, ka whakanuia, ā, ka kitea hoki ki ngā pūrongo.

He maha ngā whai wāhitanga mā ngā tamariki ki te kōkiri me te ārahi i ā rātou ake akoranga. He nui ngā rauemi i te taiao o te pokapū, ā, ka whakaongaonga. He pārekareka ki ngā tamariki te ako ki tēnei taiao, ā, ka whakawerohia rātou, ka mahi auaha, ā, he whai wāhitanga anō hoki mō rātou ki te hīraurau i ā rātou ake hopanga. Ko te pai o ngā rautaki ārahi e whai pānga ana ki te kawe ake a ngā tamariki i ā rātou ake akoranga, ā rātou ake whanonga anō hoki. Ka hāpai aua rautaki i ngā tamariki ki te whakahoahoa pai ki ō rātou hoa.

Ko ngā kaupapa here, ngā tukanga, me ngā aratohu e whakarato ana i te aronga mārama mō ngā kaitiaki. Ka whakamahia te arotake whaiaro hei whakamōhio i ngā whakataunga me te whakapaitanga ake, ā, he aronga nui anō hoki ki ngā whakaritenga whakaako, ako hoki o te kounga kairangi me ngā putanga mō ngā tamariki. Ka whakatutukihia ngā pūrongo mā ngā wānanga, ngā hui ā-whānau, me ngā mōhiohio ka ahu mai i te haere tonutanga o ngā patapatai. Ka whai wāhi nui te whānau ki te whakamaheretanga o te hōtaka, ki te pūkete ako anō hoki o ā rātou ake tamariki.

Ko Ngā Takohanga e Whā tētahi anga e pā ana ki te whakapakari i te āheinga o ngā tamariki. E ākina ana ngā tamariki ki te whai wāhi atu ki ngā mātāpono o Ngā Takohanga e Whā, ā, ka tino whai wāhi atu rātou ki te whakawhanaketanga o tō rātou hapori. Ka whakamahi hoki ngā whānau i aua whakaritenga i te pokapū, i te kāinga hoki.

Ko te āhuatanga pakari o te rōpū kaiako, ko tō rātou āheinga ki te ārahi me te whakatairanga i tētahi taiao ako me tētahi hōtaka o te kounga kairangi. Kei ngā kaitiaki katoa o Te Kōpae Piripono ngā tohu mātauranga e pā ana ki te mātauranga kōhungahunga. Ka arahina ā rātou whakaakoranga, ā rātou akoranga e tō rātou māramatanga ki te āhua o te ako me te tupu o ngā tamariki hei uri o Taranaki iwi.

Whakaritenga Whaimuri

E whakaae ana te Tari Arotake Mātauranga me te pokapū, ko tā rātou arotake ā meāke nei, ko te tahuri ki te:

  • whakawhānui tonu i ngā ngākau nuitanga o ngā tamariki mā te whakapakari i tō rātou mōhiotanga ki ngā horopaki, i ā rātou aronga hoki ki te pakirehua, ā, i tā rātou whakapā atu ki ngā mōhiohio
  • haere tonu i ngā akoranga ngaio ki te whakamahi i te hangarau mōhiohio me te pakiako
  • whakahōhonu ake i ngā mōhiotanga, i ngā whakaritenga hoki a te whānau ki Ngā Takohanga e Whā
  • whakahōhonu tonu i te mōhiotanga me te māramatanga o te reo o Taranaki
  • whakapakari i ngā rautaki e hāpai ana i te whakawhanaketanga o te reo o Taranaki ki te whānuitanga o te hapori o Te Kōpae Piripono
  • kōkiri i te rapunga me te whiwhinga hoki o tētahi wāhi tūturu pai mō rātou, me ngā rauhanga hoki ka whai pānga matua ki Te Kōpae Piripono, hei whakatinana i ngā wawata o te wā waenga, te wā roa hoki o te whānau.

Te Whakatau a te Whakahaeretanga ki ngā Wāhanga Tautukunga

I mua o te arotake, i whakakīia e te whakahaeretanga o Te Kōpae Piripono, tētahi Tauāki Kupu Tūturu a te Pokapū me tētahi Rārangi Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou, i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

  • ngā whakahaerenga
  • te hauora, te haumaru me te whai oranga
  • ngā whakahaerenga kaimahi
  • ngā whakahaerenga pūtea me ngā whakahaerenga rawa.

I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā pūnaha a te ratonga e hāngai ana ki te whakahaeretanga o ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:

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

Me whakatairanga te katoa o ngā ratonga mātauranga kōhungahunga i te hauora me te haumaru o ngā tamariki, me te arotake auau i ā rātou whakatutukitanga i ngā herenga ā-ture.

Te arotake ka whai ake a te Tari Arotake Mātauranga

Hei ā hea te Tari Arotake Mātauranga arotake anō ai i te kōhanga reo?

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e whā.

Te Pūtake o ngā Pūrongo a te Tari Arotake Mātauranga

Ko te Tari Arotake Mātauranga tētahi tari kāwanatanga, ā, hei wāhanga tonu o āna mahi, ka arotakehia ngā ratonga mātauranga kōhungahunga, puta noa i Aotearoa. Ka whakarato ngā pūrongo a te Tari Arotake Mātauranga i ngā mōhiohio ki ngā mātua me ngā hapori mō ngā āhuatanga pakari o ia ratonga, me ngā mahi ka whāia tonuhia hei whakawhanake ake. Ko te anga aromātai kākanorua a te Tari Arotake Mātauranga, e kīia nei ko Ngā Pou Here, ka whakamāramahia ki te wāhanga tuatoru o tēnei pūrongo. Ka whai wāhi ngātahi ngā ratonga mātauranga kōhungahunga ki te tukanga arotake, ā, e tūmanakohia ana kia whakamahi rātou i ngā whakaaturanga o te arotake hei whakatairanga ake i te waiora o ngā tamariki me ā rātou akoranga.

2 Information about the Early Childhood Service

Location

New Plymouth

Ministry of Education profile number

50532

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

40 children, including up to 15 aged under 2

Service roll

28

Gender composition

Girls 11 Boys 17

Ethnic composition

Māori

100%

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:2.5

Meets minimum requirements

 

Over 2

1:2.5

Meets minimum requirements

Review team on site

August 2013

Date of this report

26 November 2013

Most recent ERO report(s)

Education Review

September 2013

 

Education Review

March 2005

 

Review Type

Click here to enter a date.

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.