Apakura Te Kākano Puna Reo

1 Te Aromātai i Te Puna Whakatupu o Apakura Te Kākano   

He pēhea te tūnga o Te Puna Whakatupu o Apakura Te Kākano ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki?

He pēhea rawa ngā tamariki e whakaatu i tō rātou tū ki te ārahi? 

Ka whakaatuhia ngā tamariki tō rātou tū ki te ārahi i ngā wāhanga ōkawa o te hōtaka.

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 Apakura Te Kākano ki te papa akoranga o Apakura o Te Wānanga o Aotearoa, ki Te Awamutu. Ko ngā whānau o te puna, he ākonga, he kaimahi rānei o Te Wānanga o Aotearoa. Ko tētahi tikanga ki te nuinga o ngā puna, ko te haere ki ngā karakia o te ata ki Te Wānanga o Aotearoa. He āhua hou tonu te kaiwhakahaere me te kaiārahi o te rōpū, ā, kei te whakawhiti tonu rāua ki ō rāua nei tūranga me ā rāua kawenga mahi.

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 o ngā tamariki e ārahi ana i ā rātou akoranga ki tēnei taiao ako. Ka tūmāia ngā tamariki tuākana ki te ārahi i ngā wāhanga ōkawa o te hōtaka o ia ata, pērā i ngā karakia, ngā hīmene, me te mihimihi. He wāteatea te puna, he nui hoki ngā rauemi. Nā te noho tuwhera o te wāhi o roto, o waho hoki e hāpai ana i te rere pai o te ako a ngā tamariki. E hāngai nui te hōtaka ki te tākaro. Te āhua nei, ko ngā mahinga atawhai e whakatakoto ana i te hanganga o te hōtaka. E aro ana te hōtaka a ngā pēpi ki ō rātou matea. E tautoko ana ngā taunekeneke me ngā hononga. Mō ngā tamariki tuākana, he aronga nui ki ō rātou ngākau nuitanga. Hei whakatairanga, hei whakawhānui hoki i ngā akoranga a ngā tamariki, he mea nui kia āta whai wāhi mārika ngā kaimahi ki ngā tamariki i a rātou e mahi ana. Kīhai i kapo atu ngā wā whakaako maha i pupū ake ai. Kāhore te whakapuakitanga o te hōtaka akoranga e hāngai ana ki te mātauranga Māori, hei āhuatanga tonu o te whakawhitinga. Ka whai hua ngā tamariki mā tētahi hōtaka e whakawero ana i ō rātou whakaaro.

E kōkirihia ana ngā mahere ki ngā aromatawai. Ko ngā wā matangaro o ngā kaimahi, te āta whakawhirinaki atu ki ngā kairīwhi, me te iti noa hoki o te wā kua pā tōraro ki ngā mahi ki te whakamahere i te hōtaka, te aromatawai, me te aromātai hoki i te hōtaka. Ka whakamārama ngā aromatawai a ngā tamariki i tēnā e mahia ana e ngā tamariki. He tino aronga ki te whakahāngai i ngā paki ako a ngā tamariki ki ngā pūmanawa i whakatakotohia ai ki tētahi angamahi. Ko te putanga ake, kei te whakamārama ngā kaimahi i ngā kitenga o ngā tamariki i runga kē i te āhua o te angamahi. I ētahi atu wā, ka tuhia ngā aromatawai me ngā kitenga o ngā tamariki, ā, ka whakatakoto pū ki ā rātou paki ako. Kāhore ngā tūmomo aromatawai e rua e āta whakaatu mārika ana i tēnā e mōhiotia ana e ngā tamariki, i tēnā rānei e ākona ana e rātou, ā, i te āhua rānei o tā rātou ahu whakamua.

Kāhore anō kia oti ngā aromātai hōtaka, ā, kāhore hoki e riterite ana. He uaua ki te aroturuki i te pānga o ngā tūmomo whakarerekētanga. E kitea ana te mātauranga Māori e whai wāhi ana ki te wāhanga ōkawa o te ata. Kua tae ki te wā, kia whakaarohia e ngā kaimahi ngā huarahi ka whakapiki ake i te mātauranga Māori i roto i ētahi atu o ngā akoranga a ngā tamariki. Ka whai hua ngā tamariki mā ngā wheako akoranga e āta whakamaheretia ai.

Mō te nuinga o te wā, kei te hōtaka pēpi te kaiārahi o te rōpū. He mea nui, kia huri haere ia i te puna ki te ārahi i ngā kaimahi e mahi ana ki te taha o ngā tamariki tuākana. Me titiro ki te aromātai o roto me ngā mahere rautaki. Ahakoa kua whakaritea te kāwana te tukanga mārama, kāhore anō kia whakatinanahia ki te puna. Ka eke angitu ake ngā tamariki hei kaiārahi, i a rātou e whiwhi ana i ngā tauira papai o te ārahitanga ki ngā taumata katoa.

Kua tīmata te kaiwhakahaere ki te whai whakaaro ki ngā huarahi ka whakapakari ake i ngā hononga ki roto i Te Puna Whakatupu o Apakura Te Kākano. Kua pā mai ētahi wero nā te maha o ngā rerekētanga ki ngā tūnga kaimahi. Me rapu te kaiwhakahaere i ngā rautaki ki te whakapakari i te mahi ngātahi, puta noa i te puna. He mea nui anō hoki te hoki atu anō ki te tukanga amuamu, me te whakapā atu hoki ki ngā kaimahi katoa.

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. 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 ētahi wāhanga matua hei whakapai ake. Ka hāngai ēnei ki:

• te tautoko i ngā kaiārahi ki te āta whakawhiti atu ki ō rātou tūranga i ngā wāhanga katoa o te puna
• te tāutu, te whakatinana hoki i te mahere rautaki, ngā whāinga, me ngā whakaraupapatanga mahi e hāngai pū ana ki tēnei puna
• te whakapakari i te māramatanga ki te aromātai o roto, tae atu hoki ki te pūtake, te tikanga, me te tukanga o te aromātai o roto, me te whai pānga anō hoki ki ngā tamariki
• te whakarato i te ako ngaio me te whakawhanaketanga ngaio e hāngai pū ana, kia āhei ai ngā kaiako ki te whakapakari ake i te mahi whakamahere, te aromatawai, te aromātai, te mātauranga Māori hoki
• te arotake i ngā tūnga o ngā kaiako i roto i ngā wāhanga ako e rua, hei whakarato ake anō tonu i te riterite o ngā mahi, me te ārahitanga mō rāua
• te whakamahine i te tukanga e pā ana ki te whakamahere, te aromatawai, me te aromātai, hei whakapakari i te tūmāia o ngā kaiako me te riterite o ngā mahi
• te whakatinana i tētahi tukanga arohaehae e whakatakoto ana, ā, e whakatutuki ana hoki i ngā herenga a te Matatū Aotearoa. 

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.

Ngā mahi kia tutuki ai ngā herenga ā-ture

I tāutuhia e Te Tari Arotake Mātauranga ngā wāhanga kāhore e tutuki ana e ai ki te ture, ā, e hāngai ana ēnei ki ngā wāhanga maha o te ratonga. Hei whakatutuki i ngā herenga ā-ture, me whakapai te ratonga i āna āhua mahi i roto i ngā wāhanga e whai ake nei, arā, kia:

• āta kāwanatia, kia āta whakahaerehia hoki te ratonga i runga i ngā whakaritenga o te whakahaeretanga pai
  [Governance Management Administration Regulation 47 (1) (a)]

• whakatinanahia ngā whakaritenga tika e pā ana ki te whakahaere pūmanawa tangata, tae atu ki tētahi pūnaha arohaehae auau, te whakamāramatanga o te hīanga nui, me ngā tukanga e pā ana ki te arowhanonga 
  [Governance Management Administration Regulation 7]

• whakaritea te haere tonutanga o tētahi tukanga arotake whaiaro ka hāpai i te ratonga ki te whakapūmau me te whakapai ake tonu i te kounga o te mātauranga me te atawhai
  [Governance Management Administration Regulation 6]

• whakarato te marautanga o te ratonga i te whānuitanga o ngā tūmomo wheako, tūmomo whai wāhitanga anō hoki ki ngā tamariki, hei whakatairanga, hei whakawhānui hoki i tā rātou ako me tō rātou whakawhanaketanga takitahi, takirōpū hoki, ā, ki ngā wāhi hoki o roto, o waho
  [Marautanga 9]

• whakatinanahia te marautanga o te ratonga ki ngā aromatawai, ngā mahere, me ngā aromātai e whakaatu ana i te māramatanga ki ngā akoranga a ngā tamariki, me ō rātou ngākau nuitanga, ō rātou whānau, me te āhua o tō rātou whai wāhi ki te ao.
  [Marautanga 2]

Te Taunakitanga Whakawhanaketanga

E taunaki ana Te Tari Arotake Mātauranga kia whakapā atu Te Puna Whakatupu o Apakura Te Kākano ki Te Tāhuhu o te Mātauranga, ā, kia whakarite anō hoki ki te whakatutuki i ngā whakaritenga matua me ngā mahi i whakaraupapahia ai ki tēnei pūrongo hei whai ake.

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 Apakura Te Kākano i roto i ngā tau e rua.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

24 Kohitātea, 2018 

2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga 

1 Evaluation of Te Puna Whakatupu o Apakura Te Kākano

How well placed is Te Puna Whakatupu o Apakura Te Kākano to promote positive learning outcomes for children?

How well do children show their leadership role?

Children demonstrate leadership during the formal part of the programme.

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

Background

Te Puna Whakatupu o Apakura Te Kākano is based on the Apakura Campus of Te Wānanga o Aotearoa (TWoA) in Te Awamutu. The majority of our whānau are either kaimahi or tauira at Te Wānanga o Aotearoa, with the rest of our whānau from the local community. It is common practice for most puna, to attend morning karakia at TWoA. The current manager and team leader are both relatively new and are transitioning into their roles and responsibilities.

This review was part of a cluster of five Puna Whakatupu under the auspices of Te Wānanga o Aotearoa. 

The Review Findings

Children participate in an environment where their interests guide their learning. The older children are confident to lead the formal parts of the morning programme such as karakia, hīmene and mihimihi. The puna is spacious and well resourced. The indoor outdoor flow ensures that children’s learning is met with as little disruption as possible. The programme is strongly play-based. It appears that routines of care determines the structure of the programme. The baby programme is responsive to their needs. Interactions and relationships are supportive. For the older children there is a strong emphasis on their interests. In order to enhance and extend children’s learning it is important that kaimahi engage in meaningful ways with them as they work. There were many teachable moments that were missed. Learning programme delivery does not align to mātauranga Māori as part of the transition process. Children will benefit from a programme that challenges their thinking.

Planning is driven by assessment. Kaimahi absences, a reliance on relievers and lack of time has impacted negatively on programme planning, assessment and programme evaluation practices. Children’s assessments describe what children are doing. There is a strong focus on fitting the children’s stories into a dispositions framework, the impact being kaimahi are interpreting children’s observations to highlight the framework. In other cases the children’s assessments and observations are recorded and placed directly into their stories. Both types of assessments do not clearly show what children know, what they are learning or how they are progressing.

Programme evaluations are not completed and are inconsistent. It is difficult to monitor the impact of any changes. Mātauranga Māori is a visible part of the formal programme each morning. It is now time for kaimahi to consider ways to increase Mātauranga Māori in other areas of children’s learning throughout the day. Children will benefit from well-planned learning experiences.

The team leader spends most of her time in the baby programme. It is important for her to move around the puna to provide leadership for kaimahi working with the older children. Internal evaluation and strategic planning requires attention. While governance has established a clear process these have not been implemented in the puna. Children have more success as leaders when they experience good leadership models at all levels.

The manager has begun to think about ways to strengthen relationships within Te Puna Whakatupu o Apakura Te Kākano. There are some challenges as a result of many staffing changes. The manager should seek strategies to build a culture of collaboration across the puna. It is also important to revisit the complaints process and socialise with all kaimahi.

Te Wānanga o Aotearoa (TWoA) provides governance support for Ngā Puna Whakatupu. There are five puna that are located 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 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 lead 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 some significant areas for improvement. These include:

• provide support for leaders to transition effectively into their roles in all areas of the puna
• identify and implement a strategic plan, goals and actions specific to this puna
• strengthen the understanding of internal evaluation, its purpose, rationale, process and impacts for children
• provide targeted professional learning and development for kaiako to strengthen planning, assessment, evaluation and Mātauranga Māori
• review the kaiako roles in two learning areas to further provide consistent practices and mentoring for them
• refine the process for planning, assessment and evaluation to build confidence in kaiako and consistency in practice
• implement an appraisal process that includes and meets the requirements of the Education Council.

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.

Actions for compliance

ERO identified areas of non-compliance relating to several areas of the service. To meet requirements the service needs to improve its performance in the following areas:

• the service is effectively governed and managed in accordance with good management practices
  [Governance Management Administration Regulation 47 (1) (a)]

• suitable human resource management practices are implemented, a system of regular appraisal, a definition for serious misconduct and discipline procedures
  [Governance Management Administration 7]

• an on ongoing process of self-review helps the service maintain and improve the quality of its education and care
  [Governance Management Administration 6]

• the service curriculum provides children with a range of experiences and opportunities to enhance and extend their learning and development – both indoors and outdoors, individually and in groups
  [Curriculum 9]

• the service curriculum is informed by assessment, planning, and evaluation that demonstrates an understanding of children’s learning, their interests, whanau, and life contexts.
  [Curriculum 2]

Development Plan Recommendation

ERO recommends that Te Puna Whakatupu o Apakura Te Kākano consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.

Next Evaluation

When is ERO likely to evaluate the immersion centre again?

The next ERO evaluation of Te Puna Whakatupu o Apakura Te Kākano will be within two years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

24 January 2018

Purpose

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for whānau, hapū, iwi and communities about strengths and next steps for development. ERO’s evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Immersion early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning. 

2 Information about the Early Childhood Service 

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.