10 Canning Crescent, Mangere, Auckland
View on mapNgā Kākano o Te Mānuka Puna Reo
Ngā Kākano o te Mānuka Early Learning Centre - 24/01/2018
1 Te Aromātai i Te Puna Whakatupu o Ngā Kākano o Mānuka
He pēhea te tūnga o Te Puna Whakatupu o Ngā Kākano o te Mānuka 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 tūmāia hei ākonga?
Ka tūmāia ngā tamariki hei ākonga i tō rātou taiao ako.
Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki tēnei whakataunga i whakarāpopotohia ai ki raro iho nei.
He Whakamārama
E tū ana Te Puna Whakatupu o Ngā Kākano o te Mānuka ki te papa akoranga o Te Wānanga o Aotearoa, ki Māngere, i Tāmaki-makau-rau ki te tonga. Koia nei tētahi o ngā whare kōhungahunga e rima e whakahaerehia ana i raro i te maru o Te Wānanga o Aotearoa. Nō ngā tini moutere o Te Moana-nui-a-Kiwa te hapori o te puna nei. E whakakanohi ana hoki ngā kaiako i ngā tini iwi o Te Moana-nui-a-Kiwa, ā, i tō rātou hapori tonu. E tino tautoko ana te whānau i te puna.
Koia nei tētahi o ngā arotake i whakatutukihia ai ki ngā puna whakatupu e rima o Te Wānanga o Aotearoa.
Ngā Whakaaturanga o te Arotake
Ko ngā ngākau nuitanga ako me ngā mōhiotanga o ngā tamariki e whai pānga nui ana ki te whakatakotoranga o ngā mahere hōtaka. Kei te tino mōhio ngā kaiako ki ā rātou tamariki, ā, ka whakamahere hei whakatutuki i ngā rōpū o ngā tuākana me ngā tēina. E arotahi ana ngā kaupapa ako ki te whakatairanga ake i te reo Māori o ngā tamariki, me te whakapakari anō hoki i ō rātou ngākau titikaha hei rangatira. Ko ngā taonga tuku iho, ko ngā mātauranga tuku iho anō hoki e whakamahia ana hei whakatinana i ngā angamahi o ngā kaupapa ako, pērā i te kaupapa e kīia nei ko E Tū Rangatira. Ko te tū o ngā tamariki hei rangatira te aronga o te marau i tēnei wā, ā, ko te mana o te tamaiti te tino putanga e takunetia ana. Ka akiaki ngā kaiako i te mahi tahi, ka whakamihi, ka poipoi hoki i te āhurutanga o ngā hononga ki ngā tamariki. E aro nui ana te hōtaka mā ngā pēpi ki ō rātou matea ake. Kua whakatakotohia te taiao hei whakatutuki i te whānuitanga o ngā tūmomo matea ako o ngā tamariki. E tupu ana te ngākau titikaha o ngā tuākana ki te tū hei rangatira, ā, ka kitea ki ā rātou mahi te ārahitanga, te manaaki, me te whakaute. E whakatinana ana ngā tamariki i te rangatiratanga, hei ākonga, hei puna kōrero anō hoki e tūmāia ana, e mātau ana.
E ārahi ana te kaiwhakahaere o te puna i te rōpū whakahaere, hei whakatinana i te tirohanga whakaaro o te puna. E ngākau nui ana rātou ki te mātauranga Māori, ā, ka rapu tonu i ngā huarahi ka whakapakari ai i taua kaupapa. He mātātoa ngā kaiārahi ki te whakapakari i ngā hononga ki te whānau mā te whakatinanatanga o te ariā hei whānau kotahi. Kei te mahere rautaki ngā whāinga mārama me ngā kaupapa matua mō te ahu whakamua tonu o te puna. Ka toro atu ngā kaiārahi ki te whānuitanga o ngā tūmomo akoranga ngaio, whakawhanaketanga ngaio hoki, hei whakapakari ake i ō rātou āheinga. He nahanaha ngā mahi kia rōnaki ai te ārahitanga e whai hua ana. Ka whakaaro huritao rātou, ā, ka whai wāhi nui tēnei ki te pakari o te tukanga aromātai o roto.
E hāpai ana Te Wānanga o Aotearoa i te taha kāwana o ngā puna whakatupu. E arahina ana ngā puna katoa ki te tirohanga me ngā uara o Te Wānanga o Aotearoa. E mahi ana te kaiwhakahaere whakaritenga ki waenga i Te Wānanga o Aotearoa me te puna whakatupu. Ko te whakamahere rautaki whānui, te rautaki whakawhitiwhiti, me te arotake o roto e whakawhanakehia ai mā te whakawhiti whakaaro ki ngā kaiwhakahaere me ngā kaiārahi o ngā rōpū o te puna whakatupu. Kei te pūtake o ngā whāinga rautaki me te arotake o roto, ko te whakatairanga i te mātauranga kōhungahunga, te noho matua o te mātauranga Māori, me te whakapuakitanga rōnaki o te mātauranga kōhungahunga o te kounga kairangi. He pakari ngā arotake o roto o ngā pūnaha, ā, ka whai pānga hoki ēnei ki te āhua o ngā whakapaitanga. Ka aroturuki te kaiwhakahaere o te puna i te ahu whakamua o ngā wāhanga hei whakapai ake. Ka pūrongotia aua wāhanga ki ngā hui ā-motu. E whiwhi ana ngā tamariki i ngā hua o tētahi pūnaha kāwana, whakahaere hoki e arotahi ana ki tā rātou mātauranga me tō rātou waiora.
Ngā Whakaritenga Matua ka Whai Ake
Kua tāutuhia e Te Tari Arotake Mātauranga ngā wāhanga e whai ake nei, hei whakapai ake, arā, kia:
- whāia ngā rautaki ka whakapakari ai i te māramatanga me te whakawhitinga atu ki te mātauranga Māori
- arotakengia, kia whakapakarihia hoki te aromātai i te hōtaka akoranga.
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 Puna Whakatupu o Ngā Kākano o te Mānuka i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
24 Kohitātea, 2018
2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga
Te tūwāhi |
Kei Tāmaki-makau-rau |
||
Te tau a te Tāhuhu o te Mātauranga |
25430 |
||
Te tūmomo raihana |
He Ratonga Mātauranga me te Atawhai |
||
Te ture raihana |
Ture Mātauranga (Kōhungahunga) 2008 |
||
Te tokomaha mō te raihana |
50 ngā tamariki, kia 12 ki raro i te rua o ngā tau |
||
Te tokomaha kei te rārangi ingoa |
43 ngā tamariki, tokotoru kei raro i te rua o ngā tau |
||
Te ira tangata |
Kōtiro 27 Tama 16 |
||
Ngā hononga ā-iwi |
Māori Tonga Pākehā Iwi kē |
30 10 1 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 |
1:3 |
E whakatutuki ana i ngā herenga tikanga |
Ki runga ake i te rua tau |
1:3 |
E whakatutuki ana i ngā herenga tikanga |
|
Te wā i te whare kōhungahunga te rōpū arotake |
Hakihea 2017 |
||
Te wā o tēnei pūrongo |
24 Kohitātea, 2018 |
||
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga |
Whiringa-ā-nuku 2014 Paenga-whāwhā 2011 |
1 Evaluation of Te Puna Whakatupu o Ngā Kākano o te Mānuka
How well placed is Te Puna Whakatupu o Ngā Kākano o te Mānuka to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
How well do children show they are confident learners?
Children are confident learners in their learning environment.
ERO's findings that support this overall judgement are summarised below.
Background
Te Puna Whakatupu o Ngā Kākano o te Mānuka is based on the Te Wānanga o Aotearoa (TWoA) campus in Māngere, South Auckland. The puna is one of five immersion early learning centres that operate under the umbrella of Te Wānanga o Aotearoa. The local community of this puna is made up of a number of Pacific Island groups. The ethnic composition of the teachers also represent these different groups. They are reflective of their community. The whānau is very supportive of the puna.
This review was part of a cluster of five Puna Whakatupu under the auspices of Te Wānanga o Aotearoa.
The Review Findings
Children’s learning interests and knowledge informs programme planning. Teachers know their children well and plan to meet the tēina, tuākana groupings. Kaupapa ako focus on enhancing children’s te reo Māori and strengthen their confidence as leaders. The traditional concepts of knowledge and knowing are used to assist in building frameworks for kaupapa ako such as E Tū Rangatira. Children as rangatira is the current curriculum focus and te mana o te tamaiti is the anticipated positive outcome. Teachers encourage mahi tahi, give praise and foster warm nurturing relationships with children. The programme for pēpi is responsive to their specific needs. The physical environment is set up to cater for the diverse learning needs of children. Tuākana are growing in confidence as emerging leaders whereby their actions demonstrate leadership, manaaki and respect. Children demonstrate rangatiratanga as confident, competent learners and communicators.
The puna manager guides the management team to enact the philosophy of the puna. They are passionate about mātauranga Māori and continue to seek ways to strengthen this kaupapa. Leaders actively build relationships with whānau through implementing the concept of whānau kotahi. The strategic plan provides clear goals and priorities for the future direction of the puna. Systems and operations are outlined in their annual plan and are well managed by the puna. Leaders engage with a range of professional learning and development to build their capability. The sustainability of effective leadership is deliberate. They are reflective practitioners and this contributes to a robust internal evaluation process.
Te Wānanga o Aotearoa provides governance support for Ngā Puna Whakatupu. All puna are guided by the vision and Ngā Uara o TWoA. The operations manager works as a conduit between TWoA and the puna. The overall strategic planning, communications strategy and internal review are developed in consultation with the managers and puna team leaders. Strategic goals and internal evaluation focuses on early childhood education, prioritising mātauranga Māori and the sustainability of high quality education. Internal reviews of systems are robust and leads to improvement. The puna manager monitors progress on areas for improvement. These are reported at a national leadership hui. Children benefit from a governance and management system that focuses on their education and wellbeing.
Key Next Steps
ERO have identified the following areas for improvement.
- seek strategies to strengthen the understanding and the transition into mātauranga Māori
- review and strengthen the evaluation of the learning programme.
Next Evaluation
When is ERO likely to evaluate the immersion centre again?
The next ERO evaluation of Te Puna Whakatupu o Ngā Kākano o te Mānuka will be within three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
24 January 2018
2 Information about the Early Childhood Service
Location |
Auckland |
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Ministry of Education profile number |
25430 |
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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 |
50 children, including up to 12 aged under 2 |
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Service roll |
43 children including 3 aged under 2 |
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Gender composition |
Boys 27 Girls 16 |
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Ethnic composition |
Māori Tongan NZ European/Pākehā Other |
30 10 1 2 |
||
Ethnic composition |
80% + |
|||
Reported ratios of staff to children |
Under 2 |
1:3 |
Meets minimum requirements |
|
Over 2 |
1:3 |
Meets minimum requirements |
||
Review team on site |
December 2017 |
|||
Date of this report |
24 January 2018 |
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Most recent ERO report(s) |
Education Review Education Review |
October 2014 April 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.
Ngā Kākano o te Mānuka Early Learning Centre - 10/12/2014
1 Te Aromātai i Te Puna Whakatupu o Ngā Kākano o Te Mānuka
He pēwhea tā ngā tamariki whakatinana i te poipoitanga me te akiakitanga o tō rātou māia me tō rātou tuakiritanga?
He tauira māia ngā tamariki, ā, e akiakitia ana, e poipoitia ana ō rātou motuhaketanga, ō rātou tuakiritanga.
Ko ngā whakaaturanga a te Tari Arotake Mātauranga, hei hāpai i tēnei whakataunga, i whakatakotohia ai ki raro iho nei.
He Whakamārama
Te Aroha
Te Whakapono
Ngā Ture
Kōtahitanga
Ko tā Te Wānanga o Aotearoa (TWOA) he whakarato i ngā āhuatanga kāwanatanga me ngā whakahaere, hei tautoko i Ngā Puna Whakatupu i a rātou e mahi ana i te tukanga whakatūturu kounga. Mai i ngā kawa, ki ngā tikanga, tatū atu ki ngā whakahaere e arahi ana rātou i te whakatairangatanga o ngā hua ako ki ngā tamariki katoa. Ko te rautaki whakamua me ngā mātāpono o TWoA he whakaratotanga e māro ai te tuāpapa mō ngā mātāpono me ngā whakahaere a ngā puna whakatupu. He hua e puta mai ana i ngā panonitanga a TWoA e haere ana i tēnei wā, ā, kei te pā ēnei ki ngā puna whakatupu. Hei āpiti atu ko te panonitanga o ngā kanohi o ngā puna hei puna whakatupu.
E tū ana Te Puna Whakatupu o Ngā Kākano o Te Mānuka ki te tāone o Māngere pātata ki te pākaiahi o Manukau, o Te Wānanga o Aotearoa. Ko ngā tamariki o te puna he uri nō te hāpori, nō ngā tauira me ngā kaimahi a Te Wānanga o Aotearoa. Ahakoa ngā piki me ngā heke o te puna whakatupu kua oti i te kaiwhakahaere hou te whakapakiaka me te arataki i ngā kaimahi me ngā tamariki. Kei te whakamahi ngā kaimahi i ngā kupu whakarite hei whakaū i te whakakitenga me ngā mātāpono o te puna.
E tino whakapono ana te whānau ki ngā kaimahi. E koa ana rātou i te āhua o te hōtaka, ā, he taonga nui ngā kōrero ka rangona mō ngā tamariki. Kei te rongo te tokomaha o te whānau he māngai ō rātou ki ngā kaimahi. E whakapono ana rātou e whai hua ana tā rātou whai wāhi atu. E rongo ana te whānau i te hāneaneatanga, i te whakaaro nui hoki i ngā kaimahi. He ngāwari ake, te kuhu atu a te whānau ki te taha o ngā tamariki mō te wā roa, i te kawa aukati kore. Kua renarena te taura here tangata i waenganui i ngā kaimahi me te whānau.
Ko tēnei arotake tētehi o ngā kāhui puna e rima i whakatūria e Te Wānanga o Aotearoa.
Ngā Kitenga o te Arotake
E whai wheako ana ngā tamariki i roto i tētehi hōtaka ako e hāngai tonu ana ki ō rātou hiahia. Mā tēnei e whai wāhi atu ai ngā tamariki ki ētehi akoranga motuhake me ngā mea whai take ki a rātou. Ka whakarato te taiao i ētehi whai wāhitanga nui mā ngā tamariki ki te whakatōmene, ki te whakaaro auaha me te tātari take. Kei te tupu te māia i roto i ngā tamariki hei ākonga.
E whai wāhi atu ana ngā pīpī paopao ki ngā kaimahi me tētehi taiao ako e manaaki ana i tō rātou taha kikokiko, i tō rātou taha ngākau hoki. He humārie, he whakaaroharoha, he mākohakoha hoki ngā kaimahi ki ngā tamariki. E whakawhiti ai ngā pīpī paopao ki te hōtaka o ngā teina me takatū rawa ki te koke. He māmā, he ngāwari te tukanga. E whakatutukitia ana ngā hiahia o ngā pīpī paopao.
Kei te akiaki, kei te tautoko ngā kaimahi i ngā tamariki. Kua tīpona te taura aroha ki te whānau. Ko te whanaungatanga te tuāpapa o ngā hononga. He paku āwhina tēnei kia mōhiotia, kia māramatia kē atu ngā hiahia o ngā tamariki. E mahi tonu ana ngā kaimahi ki te whakarato kōrero mā ngā tamariki. E rongo ana te whānau i manaakitanga me te whai wāhitanga ki ngā mea e ako ana ngā tamariki.
Kua māheretia, ā, e haere tonu ana ngā arotake whaiaro i ngā mea whakahirahira kua whiriwhiria. E āwhinatia ana ngā whakataunga i te taumata kāwanatanga, mō ngā āhuatanga whakapakari me ngā hōtaka whakawhanake, mō ngā tino, ngā māhere, ngā kawa, me ngā whakatinanatanga. Kei te arataki te arotake whaiaro i ngā tukanga me ngā tikanga whakamomona i ngā hua ki ngā tamariki.
Ko te anga kua roa e whakaarotia ana e ngā kaiarahi te whakapūmautanga o ngā pūnaha, ngā tikanga me ngā kawa e whai wāhi atu ana kia māro ngā whakahaere e whai hua ai ngā tamariki. Kei te whakaatu, kei te māramatia ngā whakaaro ō te kaiwhakahaere i roto i tāna tū hei rangatira me āna takohanga. E rangona ana te whakatinanatanga o te manaakitanga i roto i te puna. E whai wāhi atu ana, e manaaakitia ana hoki te reo o ngā tamariki, o te whānau me ngā kaimahi.
E whai wāhi ana ngā tukanga whakahaere mahinga ki te whakatutukitanga a te puna i te whakakitenga me ngā whāinga. Kei te kitea e aronui ana ki te whakapakari kē atu. E whakarato ana ngā tātaritanga kaimahi i ētehi kupu urupare me ētehi kupu arataki mā ngā kaimahi, heoi anō, kei te whakatōkia tētehi pūnaha hou e hāngai ana ki ngā puna a te tau 2015. Ko te whakapakaritanga o ngā kaimahi tētehi tino. Ko te whakamomona i ngā hua ki ngā tamariki te aro o te whakapakari kaimahi.
Ngā mahi matua ka whai ake
- Whakaarotia ētehi huarahi kē atu ki te whakawhiti i te puna hei puna whakatupu. Me mātua mōhio te whānau mō ngā panonitanga o te wā
- Kia māheretia e te whānau me ngā kaimahi ētehi huarahi e nui ake ai te mātauranga Māori puta noa i te hōtaka, tae atu ki te kōrerotanga o te reo Māori. He aro nui te hiahia o ngā tamariki. Me hakune, me māhere, ā, me whakatoki e whai wāhi atu ai te mātauranga Māori.
- Kia whai ngā kaimahi i ētehi rautaki hei whakawhānui, hei tākirikiri hoki i te hinengaro o ngā tamariki mā roto mai i te matatinitanga o ngā pātai me ngā kōrero paki
- Kia whai tautoko ngā kaimahi kia māramatia kē atu te tukanga mō ngā māhere, ngā aromatawai me ngā arotakenga.
Te Whakatau a ngā Kaiwhakahaere ki ngā Wāhanga Tautukunga
I mua o te arotake, i whakakīia e ngā kaimahi me ngā kaiwhakahaere o Te Puna Whakatupu o Ngā Kākano o te Mānuka i tētehi Tauāki Kupu Tūturu a te Pokapū me tētehi 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:
- te marautanga
- ngā whare me ngā rawa
- ngā whakaritenga e pā ana ki te hauora me te haumaru
- te kāwanatanga, te whakahaeretanga, me te whakahaere tari.
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:
- te haumaru whatumanawa (tāpiri atu ko te ārahi tika me te ārai tamariki)
- te haumaru ā-tinana (tāpiri atu ko te mātakitaki tamariki; ko ngā whakaritenga whakamoe; ko ngā aituā me te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tukanga haerenga whakawaho)
- te whakarite tika i ngā kaimahi (tāpiri atu ko ngā taumata o ngā tohu mātauranga; ngā mahi arowhai a ngā pirihimana; te rehita i ngā kaiako; me ngā tatauranga ki waenga i ngā tamariki me ngā kaimahi)
- ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.
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.
Hei ā hea te Tari Arotake Mātauranga arotake anō ai i te ratonga?
Ka hoki atu pea Te Tari Arotake Mātauranga ki Te Puna Whakatupu o Ngā Kākano o te Mānuka i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)
10 Hakihea 2014
2 He Kōrero noa mō ngā Puna
Te Aromātai a Te Tari Arotake Mātauranga
Ko te pātai matua a Te Tari Arotake mō ngā arotake koia ko tēnei ‘He pēwhea te tau o Te Puna ki te whakatairanga i ngā hua ako e tika ana mā ngā tamariki?’ Ka anga Te Tari Arotake ki ngā pou kua whakamāramatia kei raro ake nei, arā, Ngā Pou Here:
Pou Whakahaere – Te āhua o tā te puna whiriwhiri i te whakakitenga, i ngā mātāpono e nui ai ngā hua ki ngā tamariki
Pou Ārahi – Te āhua o ngā whakatinanatanga o te rangatira e nui ai ngā hua ki ngā tamariki
Mātauranga – Nō wai te mātauranga e whakamanahia ana, ā, he pēwhea te waihangatanga o te hōtaka e nui ai ngā hua ki ngā tamariki
Tikanga Whakaako – Te āhua o ngā rautaki whakaako, ako hoki e manaakitia ai ngā hau e whā me te tautoko anō i te nui o ngā hua ki ngā tamariki
I roto i ēnei āhuatanga ka whiriwhiri Te Tari Arotake Mātauranga te tika o te arotake – ko te arotake whaiaro me te whanaungatanga – ko te mahi ngātahi ki ngā mātua me te whānau.
Ka arotake Te Tari Arotake kia kitea he pēwhea te tau o te puna ki te pupuri ki ngā tikanga whakaako pai me te whakawhanake tonu hei painga mō ngā tamariki o te puna.
Ko tētehi anga a te kāwanatanga kia whai wāhi atu ngā tamariki, inā rā ngā ākonga kōpīpī, ki ngā hua o tētehi puna kounga nei. Ka whakaputa pūronga Te Tari Arotake ki te kite i te āhua o tā te puna whakatairanga i ngā hua pai mā ngā tamariki katoa, e aro nei ki ngā tamariki Māori, nō te Moana-nui-ā-kiwa, ngā mea rite kore, ā, kei te takiwā o te rua tau te pakeke.
Ki te hiahiatia he kōrero kē atu mō ngā anga me Ngā Pou Here tēnā tirohia tā Te Tari Arotake Mātauranga whakakaupapa i ngā arotake mō ngā puna.
Tā Te Tari Arotake Whakatau me te Arotake e Whai mai ana
Kei te āhua o tā te puna whakatairanga i ngā hua nui mā ngā tamariki te tikanga he pēwhea tā Te Tari Arotake whakatau i ngā kitenga me te wā e hoki atu anō ai. Ko ngā wāhanga e mea ana:
- He pai te tūnga - Ka hoki atu Te Tari Arotake i roto i te toru tau.
Kua oti i Te Tari Arotake ngā paearu o ngā wāhanga nei te whakawhanake. E wātea ana ēnei ki te pae tukutuku a Te Tari Arotake Mātauranga.
He Korowai Arotake
E hāngai ana ngā arotake a Te Tari Arotake ki te horopaki o ngā puna, ki te tū a ngā puna, hui katoa ana i raro i te anga o te arotake. Ko te whāinga kia whakaratohia he kōrero e pā ana ki te māra e hura ana i ngā tini hua ki ngā tamariki, ki te puna hoki.
1 Evaluation of Te Puna Whakatupu o Ngā Kākano o te Mānuka
How well do children demonstrate that their confidence and identity is being nurtured and promoted?
Children are confident learners whose individuality and identity is encouraged and nurtured.
ERO's findings that support this overall judgement are summarised below.
Background
Te Aroha
Te Whakapono
Ngā Ture
Kōtahitanga
Te Wānanga o Aotearoa (TWoA) provides governance and management support to Ngā Puna Whakatupu through their quality assurance processes. These include policies, procedures and guidance to promote positive learning outcomes for all children. The strategic vision and values of TWoA provide a solid foundation for the philosophy and practice of the puna whakatupu. TWoA is currently undergoing change which has had a positive and direct impact on te puna whakatupu. This has included the rebranding of centres from that of early learning centres to puna whakatupu.
Te Puna Whakatupu o Ngā Kakano o Te Manuka is located in Mangere township next to the Manukau Campus of TWoA. Children who attend the centre are from the local community as well as from students and staff of TWoA. Although the puna whakatupu has been through some challenging times, a new centre manager has created stability and direction for kaimahi and children. The kaimahi are using metaphors to establish the centre’s vision and philosophy.
Whānau have a high level of confidence in the kaimahi. They are happy with the learning programme and value the constant feedback they receive about their children. Many of the whānau feel they have a voice and are being heard by kaimahi. They believe their contributions are valued. Whānau feel comfortable and welcomed by kaimahi. The open door policy makes it much easier for whānau to sit alongside their children for long periods of time. Kaimahi and whānau have formed very important relationships.
This review was part of a cluster of five early learning centres established by Te Wānanga o Aotearoa.
The Review Findings
Children experience a learning programme where their interests are the major focus. This enables children to participate in learning that is self directed and meaningful to them. The learning environments and resources provide a wide range of opportunities for children to explore, be creative and problem solve. Children gain confidence in themselves as learners.
Babies have access to kaimahi and a learning environment that is responsive to their physical and emotional needs. Kaimahi are caring, loving and tender with the children. Transitions between the baby and teina programme is based on their readiness to progress. The process is gentle and calm. Babies’ needs are met.
Kaimahi encourage and support children. They have formed lovely relationships with whānau. These relationships are based on whanaungatanga. This is helpful in getting to know and understand children and their needs. Kaimahi are continuously providing feedback about children. Whānau feel they are valued and respected and a part of their child’s learning.
Self review is planned, ongoing and responds to identified priorities. It informs decision making at a governance level to professional learning and development (PLD) programmes, priorities, plans, policies and actions. Self review is leading to improvement in processes and practices that strengthen outcomes for children.
A well considered approach by leaders ensures that systems, practice and policies contribute to sustainable practice to benefit children. The centre manager demonstrates and articulates clarity in her leadership role and responsibilities. Reciprocal relationships are evident in centre practices. Children, whānau and kaimahi voice is valued and respected.
Performance review processes contribute to the service achieving its vision and goals. A strong focus on continuous improvement is evident. Appraisal is providing feedback and guidance for staff however a new system more aligned to the early learning centres is being implemented in 2015. Building staff capability is prioritised. Professional development is focused on progressing learning outcomes for children.
Key Next Steps
- Senior leadership team consider ways to successfully transition the centre from an early learning centre to a puna whakatupu. Whānau should be informed of the change in status.
- Whānau and kaimahi plan ways to increase mātauranga Māori throughout the curriculum including the use of te reo Māori. There is such a strong focus on children’s interests. The inclusion of mātauranga Māori requires a deliberate, planned approach to implementation.
- Kaimahi seek strategies to extend and challenge children’s thinking through more complex questions and conversations
- Kaimahi seek support to understand processes for planning, assessment and evaluation.
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.
Next Review
When is ERO likely to review the immersion centre again?
The next ERO review of Te Puna Whakatupu o Ngā Kākano o te Mānuka will be in three years
Lynda Pura-Watson
National Manager Review Services Māori (Te Uepū-ā-Motu)
10 December 2014
2 Information about the Immersion Early Childhood Service
Location |
Mangere |
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Ministry of Education profile number |
25430 |
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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 |
50 children, including 12 children aged under 2 years old |
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Service roll |
51 children |
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Gender composition |
Girls 22 Boys 29 |
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Ethnic composition |
Māori New Zealand European Samoan Tongan Cook Island Fijian Others |
35 3 3 1 3 4 2 |
|
Percentage of qualified teachers |
80% |
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Reported ratios of staff to children |
Under 2 |
1: 5 |
Meets minimum requirements |
Over 2 |
1: 6 |
Better than minimum requirements |
|
Review team on site |
22 October 2014 |
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Date of this report |
10 December 2014 |
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Most recent ERO report(s) |
Education Review |
April 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:
- Well placed – The next ERO review in three years
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.