Te Puna Reo O Raparapaririki - 29/11/2017

1 Te Aromātai i Te Puna Reo o Raparapaririki

He pēhea te tūnga o Te Puna Reo o Raparapaririki 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 tō rātou Ngāti Poroutanga?

Ka whakaatuhia e ngā tamariki tō rātou tū hei uri o Ngāti Porou, mā ā rātou akoranga me ō rātou hononga ki ētahi atu.

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

He Whakamārama

E tū ana Te Puna Reo o Raparapaririki ki Te Kura Kaupapa Māori o Te Waiū o Ngāti Porou, ki Ruatōrea. E kāwanatia ana te puna reo e te Poari Whakahaere Āwhina Tāngata o Raparapaririki. He tokomaha ngā tamariki o te puna reo nō Ngāti Porou. Ko tā te puna reo tirohanga, ko te whakanui i te whakahirahiratanga o ngā whakapapa o ngā tamariki. Ko ētahi o ngā tamariki i whakaurua ai ki te puna reo, nō ētahi atu iwi tāngata. Kua raihanatia mō ngā tamariki 50, ā, kia 15 o aua tamariki ki raro i te rua o ngā tau. I te wā o tēnei arotake, e 43 ngā tamariki i whakaurua ki tēnei ratonga.

Nō te tau 2014 te pūrongo o mua a Te Tari Arotake Mātauranga i whakatutukihia ai, ā, nō te tau 2016 te whare kōhungahunga i whakatū ai i tētahi kaiako matua hou, hei hāpai i te ārahitanga ki te puna reo.

Ko te tamaiti o Te Waiū
Kia ekeina a Tikitiki o Rangi
Kia tomohia a Rangiātea
Kia mau ki te wānanga o te ao Māori
O te ao whānui
Koinei te taumata whakahirahira
O tōna ao ake

Ngā Whakaaturanga o te Aromātai

E poipoia ana ngā tamariki ki tētahi taiao e whakamana ana i tō rātou tū hei uri o Ngāti Porou. Ka hāpai ngā kaimahi i ngā tamariki ki te whai wāhi atu ki ngā pōwhiri whakatau, ā, i konei rātou rongo ai i te hōhonutanga o te reo o Ngāti Porou, ka kite anō hoki i ngā tikanga me ngā kawa, ā, ka ako i te hītori o te rohe. Ka akiaki ngā kaimahi i ngā tamariki ki te whakapuaki i ō rātou pepeha, ā, ka hāpai anō hoki i a rātou ki te ārahi i ngā karakia. Taki ai ngā tamariki i ia rā, i te tirohanga a te puna reo, hei uri o Porourangi, ā, ka whakatairanga tēnei i tō rātou māramatanga ki tō rātou tuakiri. Ka akiaki ngā kaimahi i ngā tamariki ki te whakapuaki i a rātou anō mā ngā waiata, ngā mōteatea, me ngā pātere o Ngāti Porou. Ko tētahi aronga matua o te whakawhanaketanga reo o ngā tamariki, ko te tūhura i ngā kīwaha o tō rātou iwi. He mātau ngā kaimahi ki te kōrero i te reo Māori me te mita hoki o te rohe. Ka whakatauira rātou i ngā hanganga reo ki ngā tamariki, hei whakapakari i tō rātou reo Māori. E mōhio ana ngā tamariki ki a rātou anō, ki tō rātou tūrangawaewae hoki.

Ko ngā ngākau nuitanga me ngā reanga o ngā tamariki e whai pānga nui ana ki te whakatinanatanga o te hōtaka akoranga. Ka hāpai ngā taumahi i ngā mahi a ngā kaimahi ki te whakauru i ngā tamariki ki ngā akoranga, hei whakawhanake i tō rātou mōhiotanga ki te āhua o te tā, te ara pū, me ngā nama. Ka tuituia e ngā kaimahi ngā maunga, ngā marae, ngā awa, me te moana ki ngā taumahi e pārekareka ana ki ngā tamariki. Ka whakatōpūngia ngā tūmomo reanga tamariki ki ia rōpū ako. E āhei ana ngā tuākana ki te whakatauira ngā tūmomo huarahi ako ki ngā tēina, i a rātou e mahi ngātahi ana. Ka poipoia te waiora o ngā pēpi, mā te hāpai i tā rātou kōkiri i a rātou anō i ngā wā kai, mā te akiaki anō hoki i tā rātou whai wāhi atu ki ngā waiata ā-rōpū, ā, mā te kōrero anō hoki ki a rātou, i a rātou e tākaro ana. Ka hāpai ngā kaimahi i ngā pēpi ki te haereere ki ngā tūmomo taumahi ako. Kua whakaritea ngā mahinga, ā, nā tēnei he ngāwari ngā whakawhitinga, puta noa i te hōtaka o ia rā. Ka toro atu ngā kaimahi ki te tautoko o waho mō ngā tamariki e tino whakawerohia ana ki te ako, i ngā wā e tika ana. He harikoa te āhua o ngā tamariki ki te whakatau haere i ā rātou whiringa i roto i ngā akoranga.

E arotahi ana te kaiako matua ki te mahi ngātahi ki ngā kaimahi me te whānau, hei whakapakari i te ahurea ako. Ka tautoko ia i ngā kaimahi ki te whakamahere, te aroturuki, me te whakapuaki i ngā hōtaka akoranga e tuituia ana ki te Ngāti Poroutanga. Ka āwhina ōna hononga i tana whakapā atu ki ngā akoranga ngaio me te whakawhanaketanga ngaio e whakapakari ai i ngā whakaritenga a ngā kaimahi. Ka whakamōhiotia te whānau mō te ahu whakamua ō ā rātou tamariki, mā ngā mahi aromatawai e tika ana. E whanake haere ana te aromātai hōtaka. Ko tā te kaiako matua whāinga, he hāpai i ngā kaimahi ki te whakawhanake me te whakapakari i ngā whakaritenga, hei whakapai ake i ngā putanga ki ngā tamariki. Ahakoa e whanake ana te arohaehae, he aratohu, he tūmanako hoki mō ngā kaimahi. Ka ako ngā tamariki ki te taha o ngā kaimahi e tino whai pūkenga ana me te ārahitanga pakari.

E āta aroturukitia ana te ako a ngā tamariki. Kua hāpai te arotake whaiaro i te whakapaitanga ake o ngā whakaritenga. Kua puta ngā hua o te pakari o ngā pūnaha e āta whakarite ana i te tika o tō rātou whakapau kaha ki te whakatutuki haere i te waiora o ngā tamariki me te whakawhanaketanga mātauranga. He tino whakawhirinaki, he hononga anō hoki i waenganui i te tumuaki, te poari me te Kaiako matua. E tino tautokohia ana e te poari ngā whakahaeretanga o te puna reo. E hāngai ana hoki nga akoranga a ngā tamariki ki o rātou ake matea ako. He motuhake te pūnaha kāwana, ā, ka whai wāhi mai te poari whakahaere āwhina tāngata me te poari kaitiaki o te kura. He tino whakawhirinakitanga, he tino hononga hoki ki waenga i te tumuaki, te poari, me te kaiako matua. Ka whiwhi ngā tamariki i ngā painga nā ngā tukanga kāwana e arotahi ana ki te whakapai ake i ngā whakaritenga.

Ngā Whakaritenga Matua ka Whai Ake

Kua whakaae ngātahi Te Tari Arotake Mātauranga me te kaiako matua, kua tae ki te wā kia tahuri te puna reo ki te:

  • whakapakari tonu i te aromātai hōtaka mā te tuhi haere i ngā putanga, me te aroturuki i te whai pānga o ēnei ki ngā tamariki
  • whakaōkawa me te tuhi haere i te tukanga arohaehae mō te ārahitanga.

Te Whakatau a te Whānau 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 tukanga 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, tukanga 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 puna reo?

Ka aromātai anō Te Tari Arotake Mātauranga i Te Puna Reo o Raparapaririki i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

29 Whiringa ā-rangi, 2017

2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga

Te tūwāhi

Ruatōrea

Te tau a Te Tāhuhu o te Mātauranga

46197

Te tūmomo raihana

Hei Ratonga Mātauranga me te Atawhai

Te ture raihana

Ture Mātauranga (Kōhungahunga ) 2008

Te tokomaha mō te raihana

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

Te tokomaha kei te rārangi ingoa

43 ngā tamariki

Te ira tangata

Kōtiro 25

Tama 18

Ngā hononga ā-iwi

Māori

Iwi Tangata kē

41

2

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

3:9

E whakatutuki ana i ngā herenga tikanga

Ki runga ake i te rua tau

3:21

E whakatutuki ana i ngā herenga tikanga

Te wā i te whare kōhungahunga te rōpū arotake

Whiringa-ā-nuku 2017

Te wā o tēnei pūrongo

29 Whiringa ā-rangi, 2017

Ngā pūrongo o mua ā Te Tari Arotake Mātauranga

Arotake Mātauranga

Hakihea 2014

1 Evaluation of Te Puna Reo o Raparapaririki

How well placed is Te Puna Reo o Raparapaririki to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

How well do children demonstrate their Ngāti Poroutanga?

Children demonstrate who they are as Ngāti Porou through their learning and relationships with others.

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

Background

Te Puna Reo o Raparapaririki is based on Te Kura Kaupapa Māori o Te Waiū o Ngāti Porou site in Ruatōrea. It is governed by the Raparapaririki Charitable Trust Board. A high proportion of the children are of Ngāti Porou descent. The puna reo philosophy recognises the significance of children’s whakapapa. Children of different ethnicities are enrolled in the puna reo. It is licensed for a maximum of 50 children, including up to 15 children who are under two years. At the time of this review, 43 children were enrolled in the service.

Since the last ERO report, 2014, the centre appointed a new kaiako matua in 2016 to support leadership in the puna reo.

Ko te tamaiti o Te Waiū Kia ekeina a Tikitiki o Rangi Kia tomohia a Rangiātea Kia mau ki te wānanga o te ao Māori O te ao whānui Koinei te taumata whakahirahira O tōna ao ake

The Evaluation Findings

Children are nurtured in an environment where being Ngati Porou is valued. Kaimahi support children to participate in pōwhiri whakatau where they hear the rich te reo of Ngāti Porou, observe tikanga, kawa and learn about the history of the area. Kaimahi encourage children to share their pepeha and support them to lead karakia. Children recite the centre philosophy as descendants of Porourangi each day to enhance their understanding of identity. Kaimahi encourage children to express themselves through waiata, mōteatea, and Ngāti Porou patere. An emphasis with children’s language development includes exploring kīwaha particular to the iwi. Kaimahi are competent speakers of te reo Māori and the Ngāt Porou dialect. They model for children the language structures to strengthen their development. Children know who they are and where they come from.

Children’s interests and ages inform the learning programme. Activities help kaimahi to engage children with learning to develop an awareness of print, recognising letters of the alphabet and numbers knowledge. Kaimahi integrate maunga, marae, awa and moana into children’s activities. Learning groups are based on mixing children of different ages. Tuakana are able to model for younger children different ways of learning as they work together. Babies are wellbeing is nurtured by supporting independence when they eat, encouraging participation in whole group singing and talking to them as they play. Kaimahi help the babies to move freely in the learning activities. Routines are in place, which help with smooth transitions in the daily programme. Kaimahi access external support for children with learning challenges as the need arises. Children appear happy to make choices in their learning.

The kaiako matua is focussed on working collaboratively with kaimahi and whānau to build a culture of learning. She supports kaimahi to plan, monitor and deliver learning programmes that integrate Ngāti Poroutanga. Her networks assists with accessing professional learning and development to strengthen kaimahi practices. Whanau are kept informed about their children’s progress through appropriate assessment practice. Programme evaluation is developing. The kaiako matua aims to support kaimahi to develop and strengthen practices to improve outcomes for children. Although appraisal is developing there are guidelines and expectations for kaimahi. Children learn alongside skilled kaimahi and leadership.

Children’s learning is closely monitored. Self-review has assisted with improving practices. Sound systems to ensure all reasonable steps are taken related to children’s wellbeing and educational development. Regular reports are used to inform children’s progress in learning. The governance system is linked to a strong relational trust and support between the principal, the board of trustees and the kaiako matua. Operations of the puna reo are well supported by the Trust. Children’s learning is responsive to their needs.

Key Next Steps

ERO and the kaiako matua agree that it would be timely for the puna reo to:

  • continue to strengthen programme evaluation by documenting outcomes and monitoring the impact for children

  • formalise and document the appraisal process for leadership.

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; kaimahi 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 Puna Reo o Raparapaririki will be within three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

29 November 2017

2 Information about the Early Childhood Service

Location

Ruatōrea

Ministry of Education profile number

46197

License type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 15 children aged under 2

Service roll

43 children

Gender composition

Girls 25

Boys 18

Ethnic composition

Māori

Other

41

2

Percentage of qualified kaimahi

80%

Reported ratios of staff to children

Under 2

3:9

Meets minimum requirements

Over 2

3:21

Meets minimum requirements

Review team on site

October 2017

Date of this report

29 November 2017

Most recent ERO report(s)

Education Review

December 2014

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.