Te Rau Ōriwa Puna Reo

Education institution number:
30125
Service type:
Education and Care Service
Definition:
Maori ECE service (excluding TKR)
Total roll:
32
Telephone:
Address:

Te Wananga O Aotearoa Maraetai Road, Tokoroa

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Te Rau Oriwa Early Learning Centre - 24/01/2018

1 Te Aromātai i Te Puna Whakatupu o Te Rau Ōriwa

He pēhea te tūnga o Te Puna Whakatupu o Te Rau Ōriwa 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 kitea te tūmāia o ngā tamariki hei ākonga, mā te āhua o ā rātou mahi me ō rātou hononga hoki ki ētahi atu.

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 Te Rau Ōriwa ki Tokoroa. Koia nei anake te puna whakatupu kāhore e tū ana ki tētahi papa akoranga o Te Wānanga o Aotearoa. He tokomaha ngā iwi o te Moana-nui-a-Kiwa e noho ana ki te hapori o Tokoroa. Koia nei hoki te āhua o te rōpū kaimahi. E tino hāpai ana te whānau i te puna whakatupu, ā, he pai ngā hononga ki waenga i ngā kaimahi me te whānau. Kua roa nei ētahi o ngā whānau e whai wāhi ana ki te puna whakatupu.

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

E whai wāhi ana ngā tamariki ki ngā akoranga e whakatairanga ana i a rātou hei ākonga mātau. Ka akiaki ngā kaimahi i te whai whakaarotanga o ngā tamariki ki ā rātou whai kawenga ki ētahi atu. Ka āta whakapuaki māhorahora rātou i ō rātou kare ā-roto. Ka kitea te manaaki me te whakaaro nui o ngā tamariki mō ētahi atu. Ka tūhonohono ngā tamariki ki ngā kaupapa me ngā wheako. Ka whakarongo pīkari rātou ki ētahi atu, ā, he tika anō hoki tā rātou aro atu. Ka taea e ngā tamariki te whakawhitiwhiti kōrero ki ngā kaimahi me ō rātou. Ka āta whakarite ngā kaimahi kia noho wātea ai ki ngā tamariki, ko te whānuitanga o ngā tūmomo rauemi e hāpai ana i ā rātou mahi auaha me ā rātou whakapuakitanga. E āhei ana ngā tamariki ki te whakatau whakaritenga, te whiriwhiri i ā rātou ake rauemi, me te whakatakoto i ā rātou ake wero. Ka whanake haere tō rātou mōhio ki te mokowā, mā te whakamahinga o ngā rauemi hanganga me ngā taonga māoriori. He ngāwari te whakawhitiwhiti a ngā tamariki ki waenga i ngā akoranga me ngā mahinga atawhai. Kua waea rātou ki te rerenga o te hōtaka. Ka kitea te tūmāia, te harikoa anō hoki o ngā tamariki hei ākonga.

He tōtika te āhua o ngā mahi ki te whakamahere mō ngā tamariki e mau nei i ngā matea matatini. Ka arohaehae ngā kaiārahi i ngā tauira whakamahere, tauira aromatawai anō hoki mā te tirohanga e ahu mai ana i te mātauranga Māori. He maha ngā tau kua whai wāhi mai te kaiwhakahaere o tēnei wā me te kaiārahi o te rōpū ki te puna whakatupu. E arotahi ana rāua ki te whakatupu ake i ngā āheinga i roto i te rōpū ki te ārahi. Whakaaro huritao ai te kaiwhakahaere i ngā wā katoa, ki te whai wāhi mai o te mātauranga Māori ki te puna whakatupu. Ka whakamahia te aromātai o roto hei aroturuki i te ahu whakamua, ā, hei whakauru anō hoki i ngā tirohanga Māori. Ko te aroturuki me te pūrongo ētahi āhuatanga matua o te aromātai o roto. E whakarato ana ngā kaimahi i tētahi hōtaka mātauranga Māori e āta whakahihiri ana i ngā tamariki. E āta poipoia ana ngā tamariki e mau nei i ngā matea matatini.

Kei te tino mōhio ngā kaimahi ki tō rātou hapori, ka whakanui rātou i te whai wāhi mai o te whānau, ā, ka āta whakamahi i ngā wawata o tō rātou whānau ki te hāpai i ngā mahi whakamahere mā ngā tamariki. Kei ngā aromatawai te tūāpapa o ngā mahere. Ka whakataungia ngā mahere mā ngā ngākau nuitanga o ngā tamariki. He mea nui kia āta whai pānga ngā aromatawai ki tēnā e mōhiotia ana e ngā tamariki, ki tēnā anō hoki e ākona ana e rātou, ā, ki te āhua o te ahu whakamua i roto i te roanga o te wā. E tika ana kia whai wāhi mai ngā whakaaro huritao ki ngā aromātai. Kua tae ki te wā kia tuhi, kia aroturuki hoki ngā kaimahi i ngā whakarerekētanga. Ka whai hua anō hoki te tāutu i te whai pānga o ngā mahere ki te mātauranga Māori.

E tāutu ana ngā mahere rautaki i te kaupapa Māori hei whāinga matua. Ko te whakatinana i te mahere me te aroturuki anō hoki i ngā putanga, ētahi āhuatanga hei whakapakari ake. Kei te hoahoa kotahi te mahere rautaki me te mahere ā-tau. Ka pupū ake te kaumingomingo i tēnei tūāhuatanga, nā te rerekētanga o te pūtaketanga o aua mahere e rua. Kua tae ki te wā ki te arotake i te mahere rautaki me te mahere ā-tau. E hāpai ana te hōtaka kaimahi ora i te whakapakari tonu o ngā kaiako i tō rātou tūmāia me ō rātou āheinga i roto i te mātauranga Māori. Me whakapakari ake te arohaehae i ngā kaimahi, kia hāngai ai ēnei ki ngā paetae a te Matatū Aotearoa.

E hāpai ana Te Wānanga o Aotearoa i te taha kāwana o ngā puna whakatupu. E rima ngā puna, ā, kei Waikato, kei Tāmaki-makau-rau ki te tonga, kei Tūranga-nui-a-Kiwa hoki e tū ana. 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 o ngā kaiārahi. 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:

  • kōkiri tonu i ngā mahi ki te whakapakari ake i te tūmāia me te āheinga o ngā kaiako i roto i te mātauranga Māori, mā te haere tonutanga o te ako ngaio me te whakawhanaketanga ngaio
  • arotake i te whakamahere, te aromatawai, me te aromātai, kia hāngai ake ai ēnei ki ngā akoranga e whakatutukihia ana e ngā tamariki
  • whakapakari tonu i te tukanga arohaehae me ngā tuhinga o kaimahi ora, kia hāngai ake ai ēnei ki ngā herenga ā-ture me ngā tikanga o te Matatū Aotearoa
  • arotake i te mahere ā-tau, hei tautoko ake i te rere pai o ngā whakahaeretanga ki te puna
  • whakapakari i te aromātai o roto, hei tāutu i ngā mahi hei whakatutuki, i te wā e tika ana ki te whakaoti i aua mahi, i ngā tāngata hei kawe i ngā mahi, me ngā putanga anō hoki ki ngā tamariki.

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 Puna Whakatupu o Te Rau Ōriwa 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 Tokoroa

Te tau a te Tāhuhu o te Mātauranga

30125

Te tūmomo raihana

He Ratonga Mātauranga me te Atawhai

Te ture raihana

Ture Mātauranga (Kōhungahunga) 2008

Te tokomaha mō te raihana

60 ngā tamariki, kia 17 ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

51

Te ira tangata

Kōtiro 32

Tama 19

Ngā hononga ā-iwi

Māori

Pākehā

Iwi kē

37

5

9

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

1:4

He pai kē atu i ngā herenga tikanga

Ki runga ake i te rua tau

1:7

He pai kē atu 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

Arotake Mātauranga

Whiringa-ā-nuku 2014

Whiringa-ā-rangi 2012

Haratua 2009

1 Evaluation of Te Puna Whakatupu o Te Rau Ōriwa

How well placed is Te Puna Whakatupu o Te Rau Ōriwa 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 show they are confident learners through their work and relationships with others.

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

Background

Te Puna Whakatupu o Te Rau Ōriwa is in Tokoroa and is one of five puna managed by Te Wānanga o Aotearoa. It is the only puna of the five that is not based on a Te Wānanga o Aotearoa campus. The community of Tokoroa is made up of a number of Pacific Island groups. The ethnic make-up of kaimahi is reflective of their community. The whānau are very supportive of the puna and there are good relationships between kaimahi and whānau. Some whānau have had a long association with 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 experience learning where they are viewed as competent learners. Kaimahi encourage children to think about their responsibilities to others. They express their emotions openly. Children display care and concern for others. Children make connections with events and experiences. They listen attentively and respond appropriately to others. Children are able to have conversations with kaimahi and their peers. Kaimahi ensure that children have access to a range of resources for children to be creative and expressive. Children are able to make decisions, choose their own resources and set their own challenges. They develop spatial awareness through the use of construction and natural resources. Children transition smoothly between learning and care routines. They are familiar with what happens in the programme. Children appear confident, happy learners.

Children with diverse needs are planned for appropriately. Leaders critique existing planning and assessment models from a mātauranga Māori perspective. The current manager and team leader have been in the puna for a number of years. They are focused on growing leadership capacity within the team. The manager reflects constantly on the place of mātauranga Māori within the puna. Internal evaluation is used to monitor progress and incorporate Māori perspectives. Monitoring and reporting are major components of internal evaluation. Kaimahi provide an engaging mātauranga Māori programme for children. Children with diverse needs are appropriately met.

Kaimahi know their community well, value their contributions and include their whānau aspirations to assist with planning for children. Assessments provide the platform for planning. Planning is determined by children’s interests. It is important to ensure that assessments reflect what children know, what learning is happening for children and what progress is occurring over time. Evaluations require some reflection. It is now time for kaimahi to document and monitor the changes. It would be beneficial to identify how planning embraces mātauranga Māori.

Strategic planning identifies kaupapa Māori as major goals. The roll out of the plan and monitoring outcomes requires strengthening. Both strategic planning and the annual plan are included in the same grid. This creates confusion as both serve different purposes. It is time to review the strategic and annual plans. The kaimahi ora process supports kaiako to continue to build their confidence and capability in mātauranga Māori. Kaimahi appraisals require strengthening to align with Education Council (EDUCANZ) criteria.

Te Wānanga o Aotearoa (TWoA) provides governance support for Ngā Puna Whakatupu. There are five puna that are spread across the Waikato, South Auckland and Gisborne. 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 team leaders of the puna. At the centre of the strategic goals and internal review are the promotion of early childhood education, prioritisation of mātauranga Māori and sustainable delivery of high quality early childhood education. Internal reviews of systems are robust and leads to improvement. The operations manager monitors progress of areas for improvement. These are reported at 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:

  • continue to build kaiako confidence and capability in mātauranga Māori through on-going professional learning and development

  • review planning, assessment and evaluation to better reflect what learnings are happening for children

  • continue to strengthen the kaimahi ora appraisal process and documentation to align better with the regulations and requirements of EDUCANZ

  • review the annual plan to better support smooth operations for the puna

  • strengthen internal evaluation to identify what actions need to happen, by when, by whom and the outcomes for children.

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 Puna Whakatupu o Te Rau Ōriwa will be within three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

24 January 2018

2 Information about the Early Childhood Service

Location

Tokoroa

Ministry of Education profile number

30125

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 17 aged under 2

Service roll

51

Gender composition

Boys 32

Girls 19

Ethnic composition

Māori

Pākehā

Others

37

5

9

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4

Meets minimum requirement

Over 2

1:7

Better than minimum requirements

Review team on site

December 2017

Date of this report

24 January 2018

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2014

November 2012

May 2009

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 Rau Oriwa Early Learning Centre - 15/12/2014

1 Te Aromātai i Te Puna Whakatupu o Te Rau Oriwa

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 Wānanga 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 wānanga. 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 wānanga. Hei āpiti atu ko te panonitanga o ngā kanohi o ngā puna hei puna wānanga.

E tū ana Te Puna Whakatupu o Te Rau Oriwa ki ngā pāpāringa o Tokoroa. E hono ana te ingoa, Te Rau Oriwa, ki te kūkupa me te rau ōriwa. Koia nei te huahutautanga o te tūmanako. E whakatinana ana ngā tamariki i te tūmanako mō te pae tawhiti o āpōpō.

Kua kaha whakamomori, kua kaha ū te whānau i te āhua o ngā mahi whakatairanga i te mana me te rongonui o te puna whakatupu. Kua whai hua nui te whānau, ngā kaimahi me ngā tamariki i te panonitanga o te rangatira. E aronui ana rātou ki te whakarenarena anō i te taukaia ki te hāpori. Heoi anō ka aro kē ki te whakapakari i te mōhiotanga me mātauranga e nui ake ai ngā hua ki ngā tamariki ki te puna.

Kāore te puna i te tū ki te whenua ōrite ki Te Wānanga o Aotearoa. Nā tēnei i tokoiti ai te tokomaha o ngā tamariki nō Te Wānanga o Aotearoa. He whakaāhutanga ngā tamariki o te puna nō te āhua o ngā iwi o te hāpori o Tokoroa.

Ko tēnei arotake tētehi o ngā kāhui puna e rima i whakatūria e Te Wānanga o Aotearoa.

Ngā Kitenga o te Arotake

E rata ana ki ngā tamariki te ako i te mea e tino whakatōmene ana rātou, ā, ka taea e rātou te kōwhiri takitahi nei i ngā mea hei ako. Ko ngā matatini o te taiao me te tini o ngā rauemi te kaiwhakahikaka i ngā tamariki ki te takaro me te ako. Ko ō rātou āhua he māia ki te ako. Ko te āhua nei e koa ana, e kuhu atu ana hoki ngā tamariki.

E tini tautokona ana ngā tamariki kōpīpī kia whai wāhi atu rātou ki ngā katoa o te hōtaka ako. He pai te mahi tahi a te whānau me ngā kaimahi ki te tuku ki ngā tamariki ngā hua katoa o tētehi ara mātauranga e hāngai ana ki ō rātou hiahia ake. E whai hua ana ngā tamariki i te māro o te noho ngātahi, ā, i kaha nei te aro ki te putanga o ngā hua. Ko te tamariki te kaiwhakapara i ā rātou ake ara mātauranga.

E rata ana ki ngā pīpī paopao tētehi hōtaka e hāngai ana ki ō rātou akoranga e hiahiatia ana. Mā rātou anō e whakatau i te āhua ki te hōtaka me ngā tikanga mahi e hāngai ana ki te oranga o te taha tinana. E whakarato ana tēnei i tētehi wāhi haumaru ka kitea ai tā rātou tauwhirotanga. Ka nui te aroha, te poipoi hoki o ngā pēpi.

Kua māheretia, ā, e haere tonu ana ngā arotake whaiaro i ngā mea matua 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. Mā te tūhonohonotanga o te arotake whaiaro e hōrapa ai ngā putanga. E hāngai pū ana ngā whakataunga a te whānau ki ngā tamariki.

E whakaūngia ana ngā pūnaha arotake tūnga e taukono nei i ngā kaimahi ki te whakatutuki i te whakakitenga me ngā whāinga a te puna. Mārakerake te kite i ngā whāinga a ngā kaimahi hei mātanga, hei hāpai ake i ngā mahi, ā, kia tino arotahi hoki ki ngā whāinga ngaiotanga. Kei te whakatōkia tētehi pūnaha hou e hāngai ana ki ngā puna a te tau 2015.

E whai wāhi atu ana te whakaūtanga pai o ngā pūnaha me ngā kawa ki te oranga o ngā whakatinanatanga. Ko te whakaaro nui ki ngā āhuatanga kāwanatanga, whakahaere, arataki hoki te kaipupuri i te māuri e nui ai ngā hua ki ngā tamariki. Kei te tino tautokona te whānau me ngā tamariki i te pai o ngā āhuatanga arataki me te whakatutukinga o nga takohanga. Ko te aro ngātahi me te ū ki te whakapakari i te mōhio kit e whakatinana i ngā mātāpono me te whakakitenga te take i nui ai ngā hua ki ngā tamariki. E tauwhiro ana te kaiārahi i te kōtahitanga i te mahi tahi ki ngā kaimahi, te whānau me ngā tamariki. E akiaki ana tēnei i te tino whakapono i tupu mai ai i te whanaungatanga.

Ngā mahi matua ka whai ake

  • Me whai whakaaro ki te whakawhiti pai atu i te puna hei puna whakatupu
  • 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
  • Kia whai rautaki ngā kaimahi ki te whakawhānui me te tākirikiri i te hinengaro o ngā tamariki ki ngā pātai me ngā kōrerorero matatini
  • Kia whai tautoko ngā kaimahi ki te whakamāro i tētehi tukanga mō te māhere me te arotake i ngā hāngaitanga ki te tukanga aromatawai o te wā.

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 Te Rau Oriwa 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 Te Rau Oriwa i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

15 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 Te Rau Oriwa

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 practice guidance to promote positive learning outcomes for all children. The strategic vision and ngā ūara or values of TWoA provide a solid foundation for the philosophy and practice of the puna whakatupu. TWoA is currently undergoing changes which have had a positive and direct impact on the puna whakatupu. This has included the rebranding of centres from that of early learning centres to puna whakatupu.

Te Puna Whakatupu o Te Rau Oriwa is located on the outskirts of Tokoroa. The name Te Rau Oriwa pertains to the dove and the olive leaf. This is the metaphor for hope. The children of the puna whakatupu represent hope for a better future.

Dedicated and committed whānau have worked to raise the profile and reputation of the puna whakatupu. A change in leadership has contributed to favourable improvement in centre operation for whānau, kaimahi and children. They are focused on rebuilding relationships with the community. This is a time for building capability and capacity in order to achieve positive outcomes for children. Whānau are active members of the learning that takes place for their children at the puna whakatupu.

The puna whakatupu is not located on the same site as Te Wānanga o Aotearoa. Because of this there are very few enrolments from TWoA. The children attending are a strong reflection of the multicultural nature of the Tokoroa community.

This review was part of a cluster of five early learning centres established by Te Wānanga o Aotearoa.

The Review Findings

Children enjoy learning because they can actively explore and make individual learning choices. The varied environments and resources stimulate children to want to play and learn. They are viewed as confident learners. Children appear happy and engaged.

Children with specialist needs are supported to participate fully in the learning programme. Whānau and kaimahi work well together to ensure that children receive the full benefit of an education that responds to their particular needs. This strong connected partnership benefits children and focuses learning on positive outcomes. Children determine their individual learning journeys.

Babies enjoy a programme that is responsive to their learning needs. They determine the pace of the programme and routines are based on their immediate, physical needs. This provides a secure place where their wellbeing is a priority. Babies are loved and nurtured.

Self review is planned, regular 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 contributes well to whānau decision making. Sharing through self review strengthens the overall outcomes. Whānau make decisions that focus outcomes on children.

Effective implementation of the performance review system supports staff to achieve the centres vision and goals. Appraisal is providing clear feedback and specific guidance to enhance practise and focus on professional goals. A refined system more aligned to the early learning centres is being implemented in 2015.

Effective systems practice and policies contribute to sustainable practice. A well considered approach to governance, management and leadership ensures that the puna is well positioned to benefit children. Leadership roles and responsibilities effectively support whānau and children. Shared direction and commitment to building a working knowledge of the centre philosophy and vision is resulting in positive change for tamariki. The centre manager fosters kōtahitanga by collaborating closely with kaimahi, whānau and children. This encourages a high level of trust based on whanaungatanga.

Key Next Steps

  • Consider alternative ways to successfully transition the centre from an early learning centre to a puna whakatupu
  • Whānau and kaimahi plan ways to increase mātauranga Māori throughout the curriculum including the use of te reo Māori
  • Kaimahi seek strategies to extend and challenge children’s thinking through complex questioning and conversations
  • Kaimahi seek support to increase their understanding and skill around self reflection to improve assessment and evaluation practice.

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 Te Rau Oriwa will be three years

Lynda Pura-Watson

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

15 December 2014

2 Information about the Immersion Early Childhood Service

Location

Tokoroa

Ministry of Education profile number

30125

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 17 aged under 2 years old

Service roll

53 children including 8 under 2 years old

Gender composition

Girls 25

Boys 28

Ethnic composition

Māori

Samoan

Fijian

Vanuatua

Cook Island

42

5

1

1

4

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1: 4

Better than minimum requirements

 

Over 2

1: 7

Better than minimum requirements

Review team on site

14 October 2014

Date of this report

15 December 2014

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

November 2012

May 2009

April 2004

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.