19 Beatty Road, Pukekohe
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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 aronga toi whenuatanga?
Ka kitea te tino aronga toi whenuatanga o ngā tamariki i ā rātou taunekeneke ki ētahi atu, ki te taiao hoki.
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.
E tū ana Te Hononga Puna Reo ki te taha o te kura tuatahi o Pukekohe ki te raki, ki te tāone o Pukekohe, i te tonga o Tāmaki-makau-rau. Ka whakarato te puna reo mō te rā katoa, tae atu ki ngā tamariki 45, ā, tokowhitu ngā tamariki kei raro i te rua o ngā tau. Nō te rohe whānui o Pukekohe te nuinga o ngā tamariki me ō rātou whānau. Ko te whāinga o te tikanga whakaaro o te puna reo, ko te whakanui me te whakamana i te pitomata o Māori, me te whakakotahi i ngā whānau, ngā hapū, me te iwi ki te whakarato i te kounga o te ako me te atawhai mō ā rātou tamariki.
E kāwanatia ana te puna reo e Te Nuinga Education Trust. Ko te whakahaeretanga o ia rā e kawea ana e te kaiwhakahaere e noho ana ki te puna reo i ia rā. Tokotoru ngā kaiako kua whiwhi i ā rātou tohu mātauranga, tokorua o rāua i riro mai o rāua rehita tūturu. Whai muri i te arotake a Te Tari Arotake Mātauranga i te tau 2014, kua arotahi ngā kaiako ki te whakapai ake i ngā whakaritenga aromatawai, i te reo Māori, ā, i ngā hononga hoki ki te whānau. Kei te whakarato tonu ngā kaiako i te wāhi ako e āta atawhai ana, e āta whakakotahi ana, hei painga mō ngā tamariki me ō rātou whānau.
Ka rongo ngā tamariki i ngā wero, i te ngākau nuitanga, i te mauritau hoki, puta noa i te hōtaka akoranga. He wāteatea te puna reo, ā, e āhei ana ngā tamariki ki te tūhura haere i ngā wāhi o roto, o waho hoki. He wāhi moe mārie tō ngā tamariki kei raro i te rua o ngā tau, me tētahi wāhi hoki i whakaritea ai mō ā rātou tākaro. He hanganga, he māhorahora hoki ngā tūmomo taumahi e hāpai ana i ngā ngākau nuitanga o ngā pēpi. He nui ngā rauemi o te puna reo, ā, ka whakarato i te whānuitanga o ngā tūmomo taumahi me ngā tūmomo whai wāhitanga ki te tūhura haere me te tākaro pohewa. Ko te riterite o ngā mahinga me te newanewa hoki o ngā whakawhitinga e āta whakarite ana i te mauritau o ngā tamariki katoa. He pai te riterite o te hōtaka hei aro atu ki ngā matea ā-tinana, ā-whatumanawa hoki o ngā tamariki. Ka āta whakatau tēnei i a rātou. Ka whai hua ngā tamariki nā tētahi hōtaka e āta whakahaerehia ana, e noho riterite ana, ā, kua tau anō hoki te whakatakotoranga.
Ka ngākau nui ngā tamariki ki te ako mā te whakawhanaungatanga e whai pūtake ana, e noho mauritau ana hoki. E pou here ana te whanaungatanga i ngā taunekeneke katoa. Kei te mōhio pai ngā kaimahi ki ngā tamariki, tae atu ki ngā āhuatanga e pai ana ki a rātou, ki ērā kāhore i te pai, ā, ki ō rātou ngākau nuitanga hoki. Ka whakamanahia ngā tamariki e ngā kaimahi e whakakoia ana i ā rātou whakatutukitanga angitu. Ka whakanuia te kanorau o te ahurea, ā, i ngā wā e āhei ana, ka whakamahia ngā reo e kōrerohia ana ki ngā kāinga o ngā tamariki. Ka whakaatuhia ngā mahi a ngā tamariki, tae atu ki ngā whakaahua o rātou ko ō rātou whānau. He ratarata, he pākiki hoki ngā tamariki i ā rātou e taunekeneke ana ki ngā tāngata hou ka taetae mai ki te puna reo. Ka rongo ngā pēpi i ngā tino hononga atawhai ki te taha o ngā kaimahi. Ko te kaiako matua te kaiwhakahaere o te puna reo. Kua whakawhanakehia e ia ngā tino hononga ki ngā mātua me ngā whānau. He ākonga harikoa, he ākonga tau hoki ngā tamariki.
E ako ana ngā tamariki i ngā kupu me ngā kīanga māmā o te reo Māori e rangona whānuitia ai. Ahakoa ko te reo Pākehā te reo matua o ngā taunekeneke, ka whakatauira, ka whakatairanga hoki ngā kaiako i te reo Māori ki ngā tamariki. Ko te karakia, te waiata, te pānui pukapuka, me te kori tinana ētahi o ngā tūmomo taumahi ako reo o ia rā. Ka ako ngā tamariki i ngā kupu mahi me ngā kīanga māmā i a rātou e tākaro ana, e taunekeneke ana hoki. Ka ako rātou i ngā hītori me ngā kōrero tuku iho a ō rātou iwi me ō rātou hapū. Ka whakapuaki ngā tamariki i ō rātou pepeha me ō rātou whakapapa ki ētahi atu. E mōhio ana rātou ki ngā tikanga me ngā kawa e whai pānga ana ki ngā tūmomo kaupapa, tae atu ki ngā mihi whakatau. He pakari ngā kaiako katoa ki te whakamahi i te reo Māori ki te taumata e mōhiotia ana e rātou. E noho pūmau ana rātou ki te whakawhanake ake i ō rātou pūkenga reo Māori mā ngā whakawhanaketanga ngaio i whakahāngaitia ai. E tupu haere ana te whakamahinga a ngā tamariki i te reo Māori.
Ka whai wāhi ngā tamariki ki tētahi hōtaka akoranga i āta whakamaheretia ai. Kua whakaritea e ngā kaimahi tētahi tukanga whakamahere e whai pānga ana ki ngā ngākau nuitanga o ngā tamariki ka whakaatuhia ki ngā kitenga. Aromātai ai rātou i ia te wā i te hōtaka akoranga, hei āta whakarite i te hāngaitanga o tēnā ki ngā matea o ngā tamariki. Ka tūhura haere ngā kaimahi i ia te wā, i ngā tūmomo whakaaro e pā ana ki te āhua o te whakamahere, te aromatawai, me te aromātai ka whai pānga ake ki te tikanga whakaaro me te tirohanga o te puna reo. He pai te mōhiotanga o ngā kaimahi 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 te whakahaeretanga o te puna reo. Kua whakatakotohia e te poari tētahi aronga rautaki e arotahi ana ki te whakawhanaketanga i te katoa o te tamaiti. Ka whakatinanahia te mahere rautaki ki te tauāki taketake o te puna reo, arā, ki te whakarato i ngā tino wheako akoranga kōhungahunga mō ngā tamariki. E mōhio ana te whānau ki ā rātou whāinga me ā rātou kaupapa matua mō tēnei wā tonu, ā, mō meāke nei. Ka pūrongo te kaiwhakahaere o te puna reo ki te poari, i runga anō i ngā putanga ki te mahere ā-tau. Ko ngā mōhiohio ka whakaratohia e hāngai pū ana ki te whakatutukitanga o ngā whāinga. He riterite te arotake whaiaro, he aronga nui, ā, ka whai hua hoki. Ka whai pānga ngā kaupapa here ki te mōtika o ngā tamariki ki te whiwhi i te kounga o te mātauranga kōhungahunga. Ko ngā tamariki kei te pūtake o ngā whakataunga.
Me whakapakari ake i ngā whakaritenga aromatawai. Ahakoa kei ngā pūkete a ia tamaiti ngā paki ako, i te nuinga o te wā ka arotahi ēnei ki ngā aromatawai ā-rōpū. He iti noa ngā mōhiohio e tohu ana i te ako a ia tamaiti, me tōna whakawhanaketanga. Kua tae ki te wā kia tirohia e rātou te pūtake me te tukanga ka whai hua ki te tuhi haere i te ako a ngā tamariki me ō rātou whakawhanaketanga.
Kāhore he mahere mahi ōkawa ka aroturuki i te ahu whakamua, ka pūrongo hoki i ngā paetae me ngā mahi i whakaotia. E mōhio ana ngā kaiwhakahaere, koia nei tētahi wāhanga hei whakawhanake ake.
I te wā o te arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te kōhanga reo ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:
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.
Ka aromātai anō Te Tari Arotake Mātauranga i Te Hononga Puna Reo i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
23 Haratua, 2017
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Te tūwāhi |
Kei Pukekohe, ki Tāmaki-Makau-rau ki te tonga |
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Te tau a Te Tāhuhu o te Mātauranga |
10395 |
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Te tūmomo raihana |
Hei 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 |
47 ngā tamariki, kia tokorima ki raro i te rua o ngā tau |
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Te tokomaha kei te rārangi ingoa |
50 ngā tamariki, kia tokorima ki raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 23 Tama 27 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Ōrau o ngā kaiako e mau ana i ngā tohu mātauranga |
80% + |
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Te wā i te whare kōhungahunga te rōpū arotake |
3 Paengawhāwhā 2017 |
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Te wā o tēnei pūrongo |
23 Haratua, 2017 |
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Ngā pūrongo o mua ā Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Poutū-te-rangi 2014 Pipiri 2011 Haratua 2008 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
How well do children demonstrate a sense of belonging?
Children show a strong sense of belonging in their interactions with others and the environment.
ERO's findings that support this overall judgement are summarised below.
Te Hononga Puna Reo is situated alongside Pukekohe North School in Pukekohe, South Auckland. The puna reo provides a full day service for up to 45 children including 7 under two years old. The majority of children and their families come from the local Pukekohe area. The philosophy of the puna reo aims to recognise and acknowledge the potential of Māori and to join whānau, hapū and iwi together to provide quality learning and care for their children.
The puna reo is governed by Te Nuinga Education Trust. The day-to-day management is the responsibility of the onsite supervisor. There are three qualified teachers, two of whom have full registration. Since the 2014 ERO review, teachers have focused on improving assessment practices, te reo Māori and relationships with whānau. Teachers continue to provide a welcoming and inclusive environment for children and their families.
Children experience challenge, interest and security throughout the learning programme. The puna reo is spacious and allows children to explore freely both indoors and outdoors. Children up to two years old have a quiet sleep space and a particular area for play. The programme has both structure and unstructured activities that support baby's interests. The puna 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. The programme is organised to respond to the physical and emotional needs of children. This has a calming effect on them. Children benefit from a programme that is well managed, consistent and predictable.
Children enjoy learning where relationships are meaningful and positive. 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’s work is on display including photos of themselves and their families. Children are friendly and curious in their interactions with new people to the centre. Babies experience close, warm relationships with kaimahi. The head teacher is also the centre manager. She has developed well established relationships with parents and families. Children are happy and secure learners.
Children are learning simple, familiar te reo Māori words and phrases. While English is the main language of interaction, kaiako model and promote te reo 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. They learn about their iwi and hapū histories and stories. 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. Kaimahi 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 to children's needs. Kaimahi continue to explore ideas for planning, assessment and evaluation that best suits the centre philosophy and vision. Kaimahi have good knowledge about how young children learn and grow. Children experience learning that is consistent and responsive to their learning needs.
The puna reo is managed well. The board has set a strategic direction that focuses on the holistic development of children. The strategic plan is informed by the centres mission statement to provide the best early learning experience for children. Whānau know their goals and priorities now and into the future. The centre manager reports to the board against the outputs of the annual plan. Information provided is specific to the achievement of goals. 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.
Assessment practice requires strengthening. While children’s individual portfolios include learning stories these tend to focus more on group assessments. There is little information to show each child’s learning and development. It is timely that they look at the purpose and process for documenting children’s learning and development.
There is no formal action plan to monitor progress and to report on achievements and tasks competed. Management acknowledge that this is an area for development.
During the review, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO evaluation of Te Hononga Puna Reo will be within three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
23 May 2017
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Location |
Pukekohe, South Auckland |
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Ministry of Education profile number |
10395 |
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License type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
47 children, including up to 5 aged under 2 |
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Service toll |
50 children, including up to 5 aged under 2 |
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Gender composition |
Boys 27 Girls 23 |
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Ethnic composition |
Māori |
100% |
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Percentage of qualified teachers |
80% + |
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Review team on site |
3 April 2017 |
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Date of this report |
23 May 2017 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
March 2014 June 2011 May 2008 |
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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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.
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Kāhore i te pai te tūnga |
Me whakawhanake ake |
He pai te tūnga |
He tino pai te tūnga |
Ko ngā whakaaturanga a te Tari Arotake Mātauranga, hei hāpai i tēnei whakataunga, i whakatakotohia ai ki raro iho nei.
Ko Te Hononga Puna Reo tētahi pokapū e āhua noho tuawhenua ana, ki te taha o te kura o Pukekohe ki te Raki, ki Pukekohe tonu i Tāmaki-makau-rau ki te tonga. E whakarato ana te puna reo mō te rā katoa, hei poipoi i ngā tamariki 45, tae atu ki ngā tamariki tokowhitu kei raro i te rua o ngā tau. He Māori te nuinga o ngā tamariki, ā, e whakapapa ana ērā atu o ngā tamariki ki a Hāmoa, ki a Tonga, ki a Niue, ki a Whītī, me Inia. Ko te tirohanga o te puna reo e hāngai ana ki te whakanui, me te whakamana i te pūmanawa o te Māori, me te tūhonohono i ngā whānau, ngā hapū, me ngā iwi ki te whakarato i te kounga o ngā akoranga me te atawhai mō ā rātou tamariki. Koia nei te arotake tuatoru o te puna reo, whai muri i tōna whakatuwheratanga ōkawa i te tau 2004.
I whakatūngia ai te puna reo hei wāhanga tonu o te hōtaka a te Tāhuhu o te Mātauranga e kīia ana, ko ‘Promoting Participation’ i whakahaerehia ai i te tau 2001. E kāwanatia ana te puna reo e te tarahiti o Te Nuinga Education. Ka kawe ngātahitia te whakahaeretanga o ia rā, e te kaiwhakahaere i te puna, me te kaiārahi. Tokotoru hoki ngā kaiako, ā, e mau tohu mātauranga ana rātou, heoi, ko tētahi o rātou e mau ana hoki i te rehitatanga matua. Kei aua kaimahi tokorua te tiwhikete whaiaro. Mai i te arotake a te Tari Arotake Mātauranga i te tau 2011, kua arotahi ngā kaiako ki te whakapai ake i ngā mahi aromatawai, tae atu ki ngā pūkete, te whakawhanaketanga o te reo Māori, me ngā hononga ki ngā whānau. E whakarato tonu ana ngā kaiako i tētahi taiao mō ngā tamariki e whai pānga nui ana ki te whānau, e whakatau mārika ana, ā, e whakakotahi ana hoki.
He pai te tūnga o te puna reo ki te whakanui i ngā putanga ako papai mō ngā tamariki. Ka noho pūmau te hōtaka akoranga ki te arotahi matua ki te tamaiti, ā, he pai hoki te whakaritenga. He pai, he atawhai hoki te āhua o ngā hononga o ngā tamariki me ngā kaimahi. Haere tonu ai ngā arotake whaiaro pakari i ia te wā. Ka noho pūmau hoki rātou ki te whakawhanake i te reo Māori me te whakapakari i ngā hononga ki waenga i ngā tāngata.
Ka arahina ngā whakahaeretanga ki te pokapū e te māramatanga o tētahi mahere rautaki, o te tirohanga hoki, ā, he pakari anō hoki ngā pūnaha e pā ana ki te arotake whaiaro me te kawenga takohanga. Ko ngā tukanga e pā ana ki te whakatau whakaritenga ki waenga i ngā kaimahi me te whānau, e whakakotahi ana kia mahi ngātahi ai, ā, ka whakawhitiwhiti whakaaro. Ka noho mōhio te whānau ki ngā tūmomo kaupapa, huihuinga, whakawhanaketanga anō hoki. Ka whai wāhi atu ngā kaimahi ki ngā whakawhanaketanga ngaio o roto, o waho hoki o te pokapū, ā, e hāngai pū ana ēnei hei whakatairanga ake tonu i ō rātou āheinga ki te whakaako.
Ka whai hua ngā tamariki, mai i ngā hononga ki waenga i a rātou me ngā kaimahi, i a rātou anō hoki, ā, e manaaki ana, e whakakoia ana hoki ēnei i a rātou. He harikoa, he tau hoki rātou, ā, e āta manaakitia ana hoki. Ka kitea tō rātou tino whakawhirinaki atu ki ngā pākeke. He pakari hoki tā rātou taunekeneke atu ki ngā kaiako. Ka poipoia te aronga toi whenuatanga ki waenga i ngā tamariki. He pārekareka ki ngā tamariki tētahi taiao akoranga e āta whakahaerehia ana, e āta whakahihiri ana hoki, hei akiaki anō hoki i tō rātou hiahia ki te whai wāhi mātātoa atu ki ngā tūmomo kaupapa. Ka tau wawe rātou ki ā rātou akoranga, ki te whiriwhiri rānei i ā rātou ake taumahi, ki te whai wāhi mārika rānei ki te tākaro takirōpū, takitahi rānei.
Ka whakanuia te katoa o ngā ahurea, ā, ka whakamahia ngā reo tūturu o ngā tamariki i ngā wā e tika ana. Ka whakaatuhia ngā mahi a ngā tamariki, tae atu hoki ki ngā whakaahua e tohu ana i a rātou anō, i ō rātou whānau whānui hoki. Ka tino kitea te whānuitanga o ngā tūmomo ahurea o ngā whānau me te hapori, puta noa i te puna reo.
Ka whiwhi ngā tamariki kōhungahunga i te atawhai e hāngai pū ana ki a rātou ake, ā, e aro ana ki ō rātou matea, e hāpai ana anō hoki i tā rātou tū takitahi. He pai ngā rauemi ki te taiao, ā, ka whakarato tēnei i ngā whai wāhitanga e whakawero ana i ngā tamariki kōhungahunga ki tētahi taiao haumaru. Ka poipoia te whakawhanaketanga reo o ngā tamariki kōhungahunga, nā te hōhonu o ngā whakawhitinga kōrero atu ki ngā kaiako, nā ā rātou tākaro anō hoki ki te taha o ngā tamariki tuākana. He mauritau te āhua o te pokapū. E āhei ana ngā tamariki kōhungahunga ki te tau haere ki te pokapū, me te ako i roto i te wā e tika ana mō rātou.
Ka whakarato ngā kaiako i te hōtaka o te kounga pai, ā, e pou herea ana e Te Whāriki, te marautanga kōhungahunga, me ngā ariā, ngā rangahau hoki o te wā. Ka aro ngā mahere marau ki ngā whakaaro, ngā ngākau nuitanga, me ngā ahurea hoki o ngā tamariki. Ka kitea te whakamahinga māoriori o te reo me ngā tikanga Māori, puta noa i te hōtaka. He pakari ngā kaiako katoa ki te whakamahi i te reo Māori ki te taumata e āhei ana rātou. E ngākau nui ana rātou ki te whakawhanake ake i ō rātou pūkenga reo Māori, mā te whakawhanaketanga ngaio e hāngai pū ana ki tēnei.
Ka whakawhānui haere ngā kaiako i ngā māramatanga kē o ngā tamariki ki te ao e noho nei rātou, mā ngā huarahi e tino whai pūtake ana. Ka whakamahia te hangarau, tae atu ki ngā papa mahi, hei hāpai ake i ngā taumahi kē, hei akiaki hoki i ngā tamariki ki te tūhura i te ao whānui. Koia nei hoki tētahi āhuatanga o te hōtaka, ā, he whai wāhitanga mā ngā tamariki ki te whakamahi takitahi, takirōpū iti rānei i te papa mahi, ki te taha o te kaiako. E ākina ana ngā tamariki ki te whakatau i ā rātou ake whiringa, me te ako mā te tākaro.
E whakaae ana ngā kaiwhakahaere me ngā kaimahi o te pokapū, ka haere tonu rātou ki te:
I mua o te arotake, i whakakīia e ngā kaimahi me ngā kaiwhakahaere o Te Hononga Puna Reo i 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:
I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:
Ko tā ngā ratonga mātauranga kōhungahunga katoa mahi, ko te whakatairanga i te hauora me te haumaru o ngā tamariki, me te arotake i ia te wā i ā rātou whakatutukitanga o ngā herenga ā-ture.
Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri o Te Hononga Puna Reo, i roto i ngā tau e toru.
Lynda Pura-Watson
National Manager Review Services Māori (Te Uepū-ā-Motu) (Acting)
30 April 2014
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Te Hononga Puna Reo is a semi-rural centre situated alongside Pukekohe North School in Pukekohe, South Auckland. The puna reo provides a full day service for up to 45 children including seven children under two years old. The majority of children are Māori with the other children coming from Samoan, Tongan, Niuean, Fijian and Indian backgrounds. The philosophy of the puna reo aims to recognise and acknowledge the potential of Māori and to join whānau, hapū and iwi together to provide quality learning and care for their children. This is the third review of the puna reo since its official opening in 2004.
The puna reo was established as part of the Ministry of Education’s programme, "Promoting Participation," that occurred in 2001. The puna reo is governed by Te Nuinga Education Trust. The day-to-day management is the shared responsibility of the onsite manager and the supervisor. There are three qualified teachers one of whom has full registration. The other two staff members have provisional registration. Since the 2011 ERO review, teachers have focused on improving assessment practices including portfolios, te reo Māori development and relationships with whānau. Teachers continue to provide a family orientated, welcoming and inclusive environment for children.
The puna reo is well placed to promote positive learning outcomes for children. The learning programme remains child focussed and well organised. Children have positive and caring relationships with staff. Robust and regular self review practices continue. There is an ongoing commitment to te reo Māori development and relationship building.
The centre operations are guided by a clear strategic plan and vision with sound systems for self review and accountability. Decision making processes among staff and with whānau are inclusive, collaborative and consultative. Whānau are kept aware of events, activities and developments. Staff engage in appropriately targeted internal and external professional development to help build their teaching capability and capacity.
Children benefit from the caring and affirming relationships they have with staff and each other. They are content, settled and well cared for. They demonstrate high levels of trust in the adults around them. Children approach teachers with confidence. A sense of belonging is fostered among children. Children enjoy a well managed and interesting learning environment that is inviting and encourages them to actively participate in various activities. They settle quickly into their learning, self selecting activities or choosing to play confidently with others or on their own.
Cultural diversity is celebrated and children’s home languages are used where possible. Children’s work is on display, as are photos of themselves and their whānau and families. The multicultural backgrounds of the families and community are strongly evident throughout the puna reo.
Toddlers receive individualised care that responds to their needs and encourages independence. The environment is well resourced and provides toddlers with opportunities for challenge in a safe and secure setting. The toddlers' language development is fostered through rich conversations with teachers and in their play with older children. There is a relaxed atmosphere. Toddlers are able to settle in and learn at their own pace.
Teachers provide a good quality programme underpinned by Te Whāriki, the early childhood curriculum and current theories and research. Curriculum planning is responsive to children’s ideas, interests and culture. The natural use of te reo and tikanga Māori is evident throughout the programme. 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.
Teachers build on children’s understanding of the world around them in meaningful ways. Technology, including active boards are used to boost existing activities and encourage children to explore the wider world. This is a feature of the programme where children also have opportunities to use the active board on their own or in small supervised groups. Children are encouraged to make choices and learn through play.
Centre managers and staff agree that they will continue to:
Before the review, the staff and management of Te Hononga Puna Reo 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Te Hononga Puna Reo will be in three years.
Lynda Pura-Watson
National Manager Review Services Māori (Te Uepū-ā-Motu) (Acting)
30 April 2014
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Location |
Pukekohe, South Auckland |
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Ministry of Education profile number |
10395 |
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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 |
45 children, including up to 7 aged under 2 |
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Service roll |
41 |
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Gender composition |
Girls 15 Boys 26 |
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Ethnic composition |
Māori NZ European/Pākehā Samoan Tongan Niuean Fijian Indian |
23 3 1 6 5 2 1 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
50-79% |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
March 2014 |
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Date of this report |
30 April 2014 |
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Most recent ERO report(s) |
Education Review |
June 2011 |
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Education Review |
April 2008 |
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.