630 Childers Road, Te Hapara, Gisborne
View on map|
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 te whanaungatanga ki ngā tāngata, ngā wāhi, me ngā taonga?
Ka kitea te whanaungatanga o ngā tamariki i roto i ō rātou hononga ki ngā tāngata, te taiao ako, me te āhua o ngā mahi e whāia ana e rātou.
Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki tēnei whakataunga i whakarāpopotohia ai ki raro iho nei.
E tū ana Te Puna Whakatupu o Whare Āmai ki te papa akoranga o Whirikoka, i Te Wānanga o Aotearoa. Ko ngā whānau o ngā tamariki o te puna, he ākonga, he kaimahi rānei o Te Wānanga o Aotearoa. Kua ono marama te kaiārahi o te puna e tū ana ki tōna tūranga mahi, ā, e ako ana ia i āna kawenga mahi hei kaiārahi o te marautanga. E whakahaerehia ana te puna mā ngā uaratanga me ngā mātāpono o Te Wānanga o Aotearoa. I te wā o te arotake o mua, i tīmata te puna ki te whakawhiti atu i ngā tikanga whakaaro, ngā ariā, me ngā whakaritenga o te mātauranga kōhungahunga, ki ērā e whai pānga matua ana ki te mātauranga Māori. Nā tēnei, he nui hoki ngā kaimahi i whakawhanake haere i ō rātou whakaaro. Ko te whai wāhi atu a te puna whakatupu ki tētahi kaupapa rangahau a Te Whare Wānanga o te Upoko o te Ika-a-Māui, i āta whakanikoniko ake i te tirohanga arohaehae a te kaiwhakahaere o te puna ki āna mahi. Kua whai pānga anō hoki tēnei ki te āhua o te aromātai o roto e whakatutukihia ana puta noa i ngā wāhanga maha o ngā whakahaeretanga me ngā whakaritenga.
Koia nei tētahi o ngā arotake i whakatutukihia ai ki ngā puna whakatupu e rima o Te Wānanga o Aotearoa.
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 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.
He pai te mahi ngātahi a te kaiwhakahaere me te kaiārahi o te puna. Whakarato ai rāua i ia te wā, i te ārahitanga me te tautoko ki ngā kaimahi. Ko ngā mātāpono me ngā uara o Te Wānanga o Aotearoa e whai pānga nui ana ki te āhua o te taunekeneke a ngā kaimahi ki te whānau me ngā tamariki. He tino mātātoa te whai wāhi atu a te kaiwhakahaere ki te hapori o te mātauranga kōhungahunga. E aro matua ana ki ngā painga mō ngā tamariki, hei whakatinana anō hoki i ngā whakataunga. Ka aro nui anō hoki te kaiwhakahaere o te puna ki te whakapakari i ngā pūmanawa o ngā kaimahi ki te ārahi. He aronga ngātahi tōna ki te aroturuki i ngā pūnaha katoa. Kua whakaritea ngā pūnaha ki te aromātai o roto. He aronga ki te whakapai tonu. I tēnei wā, e hāpai ana te kaiwhakahaere i te kaiārahi o te puna, ā, kei te mārama haere te kaiārahi ki āna kawenga i roto i te marautanga. E whiwhi ana ngā kaimahi i te whakawhanaketanga ngaio e tika ana, i runga anō i ngā matea i tāutuhia ai. Ko tētahi kaupapa matua, ko te whakawhanake i ngā mōhiotanga me ngā pūkenga e hāpai ai i te ako a ngā tamariki. E whai wāhi nui ngā tamariki ki te ako i tētahi taiao e aro nui ana ki te poipoi i ō rātou matea.
E ākina ana te taha pākiki o ngā tamariki i a rātou e tūhura ana i tō rātou taiao. He tino manaakitanga tō ngā kaimahi. Ka kitea tō rātou aroha, tō rātou tiaki hoki, i a rātou e mahi ana ki te taha o ngā tamariki. E hāpai ana, e whai pūtake ana hoki ngā hononga. He tūmāia ngā tamariki ki te whakawhanaunga ki ngā tāngata hou ka taetae mai ki te puna. Ka āta whakatau rātou ki te kōkiri i aua hononga. Ka akiaki ngā kaimahi kia whānui ai ngā whakaaro o ngā tamariki ki ngā tini āhuatanga katoa, i a rātou e mahi ana ki te taha o ētahi atu. Ka āta rongo ngā tamariki i ngā taura tangata o tētahi ki tētahi, i a rātou e mahi ana. Ka mahi ngātahi, ka whakatau ngātahi anō hoki rātou i te kōkiritanga haere o ngā mahi. Ka akiaki ngā kaimahi i ngā tuākana ki te aroha me te manaaki i ngā tēina. He pai ki ngā pēpi te mahi takitahi, ā, ka whai wāhi atu rātou ki ngā akoranga mā ngā rauemi, mō ngā wā roa. Inā ka tango ngā rauemi, ka mānawanawa. Ka kite wawe atu ngā kaimahi i aua wā. He pai ngā tuhinga e pā ana ki ngā mahere me ngā aromatawai. Ko ngā aromatawai kei te pūtake o ngā mahere e waihangatia ai. E whai kiko ana ngā mōhiohio e pā ana ki te aromatawai. Ka āta whakamōhiotia te whānau mō te ako a ā rātou tamariki, me tā rātou ahu whakamua.
Kāhore anō kia whakawhanakehia te aromātai i te hōtaka. He mea nui ki te whakarite i tēnei tūāhuatanga, kia āhei ai rātou ki te arotake i te whai huatanga o te hōtaka.
I ngā tau e toru kua pahure ake nei, ko te mātauranga Māori te aronga rautaki. He mea nui kia whakatakotohia tētahi mahere, hei whakapiki ake i te aronga me te kiko o te mātauranga Māori, puta noa i ngā wāhanga katoa e pā ana ki te whakawhanaketanga o te marautanga.
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:
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.
Hei whakatutuki i ngā herenga ā-ture, me whakapai te ratonga i āna āhua mahi i roto i te wāhanga e whai ake nei, arā, kia:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Puna Whakatupu o Whare Āmai i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
24 Kohitātea, 2018
|
Te tūwāhi |
Kei Tūranga-nui-a-Kiwa |
||
|
Te tau a te Tāhuhu o te Mātauranga |
45863 |
||
|
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 14 ki raro i te rua o ngā tau |
||
|
Te tokomaha kei te rārangi ingoa |
26 ngā tamariki, kia 8 ki raro I te rua o ngā tau |
||
|
Te ira tangata |
Kotiro 15 Tama 11 |
||
|
Ngā hononga ā-iwi |
Māori Samoan Tongan |
21 2 3 |
|
|
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: 5 |
E whakatutuki ana i ngā herenga tikanga |
|
Ki runga ake i te rua tau |
1: 7 |
He pa kē atu i ngā herenga tikanga |
|
|
Te wā i te kōhanga reo te rōpū arotake |
Hakihea 2017 |
||
|
Te wā o tēnei pūrongo |
24 Kohitātea, 2018 |
||
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga |
Hakihea 2014 |
|
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
How well do children demonstrate whanaungatanga in relation to people, places and things?
Children demonstrate whanaungatanga through their relationships with people, the learning environment and the work they engage with.
ERO's findings that support this overall judgement are summarised below.
Te Puna Whakatupu o Whare Āmai is located on Whirikō Campus, Te Wananga o Aotearoa (TWoA). The whānau are either students or staff members of TWoA. The puna leader has been in her position for six months who is learning about her role and responsibilities as curriculum leader. The puna operates under the values and principles of TWoA. During the previous review, the puna began the transition from the philosophies, theories and practices of early learning to mātauranga Māori. It has been a major shift for many kaimahi. The participation of the puna in a research project conducted by the Victoria University has resulted in the puna manager applying a highly critical lens about her work. This has contributed to the way in which internal evaluation is carried out across a number of areas of operations and practices.
This review is part of a cluster of five Puna Whakatupu under the auspices of Te Wananga o Aotearoa.
Te Wananga o Aotearoa (TWoA) 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 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.
The puna manager and puna leader work together. They regularly provide guidance and support to staff. TWoA principles and ngā uara have an impact on the way staff interact with whānau and children. The manager is a very active member of the early childhood community. The focus is on positive outcomes for children to inform decisions. The puna manager is responsive to building leadership capacity. She utilises a collaborative approach with monitoring all systems. Internal evaluation processes are in place. There is a focus on improvement. The manager is currently mentoring the puna leader who is coming to understand her curriculum responsibilities. Staff receive appropriate professional development based on identified needs. Acquiring knowledge and skills to support children’s learning is a priority. Children enjoy learning in an environment where their needs are important.
Children are encouraged to be inquisitive as they explore their environment. Staff are very caring. They display aroha and tiaki as they work alongside children. Relationships are supportive and meaningful. Children are confident to approach new people in the puna. They insist on taking the lead in these relationships. Staff encourage children to think about possibilities and considerations as they work with others. Children are naturally drawn to one another as they work. They collaborate and negotiate how things will work. Staff encourage tuākana to be loving and caring with tēina. Babies like to work on their own and engage in learning with resources for long periods of time. If these are removed they become anxious. Staff are quick to recognise these situations. Planning and assessments are well documented. Assessments create the motivation for planning. Assessment information is detailed. Whānau are well informed about their children’s learning and progress.
Programme evaluation has yet to be developed. It is important that this is established in order for the programme to be reviewed for its effectiveness.
Mātauranga Māori has been a strategic direction for the past three years. It is important that a plan is in place to increase the confidence and content of mātauranga Māori across all areas of curriculum development.
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.
To meet requirements the service needs to improve its performance in the following areas:
The next ERO evaluation of Te Puna Whakatupu o Whare Āmai will be within three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
24 January 2018
|
Location |
Gisborne |
|||
|
Ministry of Education profile number |
45863 |
|||
|
Licence type |
Education & Care Service |
|||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|||
|
Number licensed for |
50 including 14 up to 2 year old |
|||
|
Service roll |
26 including 8 up to 2 year old |
|||
|
Gender composition |
Girls 15 Boys 11 |
|||
|
Ethnic composition |
Māori Samoan Tongan |
21 2 3 |
||
|
Percentage of qualified teachers |
80% + |
|||
|
Reported ratios of staff to children |
Under 2 |
1: 5 |
Meets minimum requirements |
|
|
Over 2 |
1: 7 |
Meets minimum requirements |
||
|
Review team on site |
December 2017 |
|||
|
Date of this report |
24 January 2018 |
|||
|
Most recent ERO report(s) |
Education Review |
December 2014 |
||
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:
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.
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.
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.
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.
I whakatūria Te Puna Whakatupu o Whare Amai i te tau 2012. E tū ana ki tētehi o ngā pākaiahi o Te Wānanga o Aotearoa, ki Whirikoka, kei Tūranganui-ā-kiwa. E hāngai ana te ingoa o te Whare Amai ki ngā tai o te uenuku me te mauri o ngā tamariki. Ko te whakamārama a ngā kaimahi o te wānanga e hāngai ana ki te whakaaro he mauri ataahua ō ngā tamariki e tomo atu ana. Ko tā te puna wānanga he poipoi, he tiaki hoki i tērā motuhaketanga.
Ko te nuinga o te whānau o ngā tamariki he tauira, he tauira o mua rānei nā Te Wānanga o Aotearoa. E tino tautoko ana rātou i ngā kaimahi, ā, e ū nei ki ngā akoranga o a rātou tamariki. E whakapono ana te whānau he kaimahi tiaki, whakawhanaunga, manaaki hoki i a rātou tamariki. E whakapae ana rātou e rongo ana ngā tamariki i te aroha. E tūwhera ana ngā tatau o te kōrero, mā te whānau me ngā kaimahi, e wānanga ai rātou, e whiriwhiri ai rātou i ngā whakaaro mō ngā tamariki. Kua oti i te whānau te kī he pai ake te kōrero ki ngā kaimahi kanohi ki te kanohi. Mā tēnei e nui ai o rātou mōhiotanga mō ngā āhuatanga ako o a rātou tamariki. He taonga ki te whānau te wāhi ki te reo Māori me ngā tikanga Māori i roto i te puna wānanga. E ai ki te whānau ko te reo Māori he oranga wairua, he oranga ngākau. Kei te rongo te whānau i te manaakitanga i ngā kaimahi.
Kua pā ki te puna whakatupu i roto i ngā tau te nohotanga a ngā kaiwhakahaere i te rourou iti-ā-haere. E mihi ana ngā kaimahi i te pai o tā te kaiwhakahaere arataki i te rōpū. E akiakitia ana, e tautokotia ana, e werohia ana ngā kaimahi mā roto mai i āna tikanga whakatauira me te mahi tahi. E pūpū ana te wairua hihiko i te kaiwhakahaere. He wahine kaha ki te māhere, ki te whai whakaaro me te whakatinana i tōna whakapono ki ngā mahi a ngā kaimahi.
Ko tēnei arotake tētehi o ngā kāhui puna e rima i whakatūria e Te Wānanga o Aotearoa.
Kua oti i ngā tamariki te whakamāro i te taura here tangata ki ngā kaimahi me rātou anō. Ko te whanaungatanga te tahū o ngā tautokotanga me te mahitahi. E poipoi ana, e manaaki ana hoki ngā kaimahi i te tuakiritanga o ngā tamariki. E whai wheako ana rātou i tētehi taiao ako e whakapūmau ana i ngā hononga mō te ako. Ko te āhua nei e harikoa ana, e tomo atu ana ngā tamariki.
E wātea ana ki ngā tamariki tētehi taiao ako whakahaumaru, wero hoki i a rātou. E whakahihiko ana tēnei i ngā tamariki ki te whakatōmene i te whānuitanga o ngā mahi ako. E wātea ana ngā tamariki ki te kuhu ki ngā mahi e hāngai ana ki ō rātou hiahia. Ka ū tonu rātou mō te wā roa. He māia, he tau hoki te āhua o ngā tamariki.
Kua oti te whakamārotanga o ngā tikanga mahi ki te aroha, ki te manaaki, ki te tiaki me te awhi, nā tēnei i whai wheako ai ngā tamariki i roto i te tauwhirotanga o ngā akoranga. Ka noho atu ngā pīpī ki te taha o ngā tuakana mō te nuinga o te rā. Mā tēnei e taea ai e rātou te ako ki te taha o tamariki kē atu. Ka pupuri ngā kaimahi ki ngā pīpī paopao. He tere te whakatinanatanga o ngā hiahia. Kei te harikoa ngā tamariki i te hono tahi e toko ake nei i te kaha o te whanaungatanga ki ngā kaimahi. E arohaina ana rātou i tētehi taiao poipoi whakatangata whenua hoki i a rātou.
Kei te haere tonu ngā arotake whaiaro hei whakatinana i ngā tino o te wā. Kua māro ngā tukanga. E whakawhanaketia ana ngā pukapuka kia kitea ai te mārama o ngā tukanga me te pūrangiaho o ngā putanga. E whakatūruki ana te arotake whaiaro i ngā panonitanga ki ngā kawa, ki ngā tikanga me ngā whakahaere. Hui katoa e whakaao mārama ana tēnei i ngā mea hei whakaniko, ā, me te hāngaitanga o ngā whakaniko nei ki ngā tamariki.
Kei te whakapakari a Whare Amai i te kāhui kaimahi mā roto mai i ngā kawa, i ngā tikanga me ngā aratakitanga e mahea ana. Kei te whakapakari te kaiwhakahaere i te whakaaro kōtahi ki te whakakitenga me ngā mātāpono mā roto mai i te arahitanga o ngā mahi whakapakari o roto tonu. He mārama ngā pūnaha kua whakamārotia hei tautoko i ngā kaimahi i roto i ngā mahi whakaruruhau, pouako, whakahaere hoki i ngā mahi a ngā kaimahi. E taea ana e ngā kaimahi te tino whakahāngai i ngā ūara ki ā rātou tikanga mahi, ki ā rātou anō, me ngā tamariki.
He mārama ngā tukanga kua whakatōkia mō ngā māhere, ngā aromatawai me ngā arotakenga. Ko ngā hiahia o ngā tamariki te pūtake o ēnei tikanga mahi. E whai wāhi atu ana ngā aromatawai ki ngā māhere ka whiriwhiria. E haere ana ngā arotakenga, ka mutu e arataki ana ēnei i ngā whakanikotanga. He rawe ki ngā tamariki tētehi hōtaka ako, i māheretia i runga i te pai, i whakaritea i runga i te whakaaro nui, ā, e whakahaeretia ana i runga i te tika.
Whakaarotia ētehi huarahi kē atu ki te whakawhiti 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 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.
I mua o te arotake, i whakakīia e ngā kaimahi me ngā kaiwhakahaere o Te Puna Whakatupu o Whare Amai 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.
Ka hoki atu pea Te Tari Arotake Mātauranga ki Te Puna Whakatupu o Whare Amai i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)
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.
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.
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.
Children are confident, know who they are and are happy learners.
ERO's findings that support this overall judgement are summarised below.
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 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 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 Whare Amai was established in 2012. It is based on Te Wānanga o Aotearoa Campus, Whirikoka in Gisborne. Whare Amai refers to the colors of the rainbow and the aura of children. It has been interpreted by wānanga personnel to mean that every child brings with them a beautiful mauri. It is the role of the puna whakatupu to nurture and protect that uniqueness.
The whānau of the children are predominantly students or past students of Te Wānanga o Aotearoa. They are very supportive of the kaimahi and committed to the education of their children. The whānau ascert that kaimahi are caring, friendly and respectful of their children. They believe their children feel much loved. The communication between whānau and kaimahi is open and allows them and to exchange ideas or information related to their children. Whānau stated that they preferred face to face contact with kaimahi. This ensures they are well informed about their children’s learning. Whānau value the place of te reo Māori and tikanga Māori within the puna whakatupu. They believe te reo Māori to be therapeutic and healing. Whānau feel valued and respected by kaimahi.
The puna whakatupu have experienced a high turnover of centre managers over 2012. Kaimahi appreciate the leadership that the current manager brings to the team. She encourages, supports and challenges kaimahi through role modelling and collaborative practice. The centre manager generates positive energy. She is well planned, highly reflective and demonstrates high confidence in kaimahi practice.
This review was part of a cluster of five early learning centres established by Te Wānanga o Aotearoa.
Children have developed deep meaningful relationships with kaimahi and one another. Interactions are supportive and based on whanaungatanga. Kaimahi nurture and promote children’s identity as children. They experience a learning environment where relationships form a firm foundation for learning. Children appear happy and engaged.
Children have access to learning environments that are safe and challenging. These motivate children to explore a wide range of learning activities. Children are able to initiate learning that is based on their interests. They remain engaged for sustained periods of time. Children are viewed as confident and competent learners.
Babies experience care and education where aroha, manaaki, tiaki and awhi are established practices. The babies spend most of the day with the older children. This allows them to learn with and alongside others. Kaimahi keep the babies close to them. Their needs are responded to immediately. Babies enjoy the relationships that come from the close contact they have with kaimahi. They are loved in an environment that nurtures a sense of wellbeing and belonging.
Self review is ongoing and responds to identified priorities. Processes are well established. Documentation is developed to show evidence of clear process and defined outcomes. Self review informs changes in policies, procedures and practice. Overall this highlights changes for improvement and how these improvements benefit the children
Whare Amai are building team capability through clear policies, procedures and guidance. The centre manager is building a shared understanding of the vision and philosophy through internally led professional development. There are clear systems in place to support kaimahi through mentoring, coaching and performance management. Kaimahi are able to clearly articulate ngā ūara in their practice with one another and with children.
There are clear process in place for planning, assessment and evaluation. Children’s interests are at the centre of these practices. Assessments influence future planning. Evaluations are ongoing and lead to improvement. Children enjoy a learning programme that is well planned, organised and managed.
Consider 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 require support to extend children’s thinking to a deeper and complex level.
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.
When is ERO likely to review the immersion centre again?
The next ERO review of Te Puna Whakatupu o Whare Amai will be three years.
Lynda Pura-Watson
National Manager Review Services Māori (Te Uepū-ā-Motu)
10 December 2014
|
Location |
Gisborne |
||
|
Ministry of Education profile number |
45863 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
54 children, including up to 14 aged under 2 years old |
||
|
Service roll |
39 |
||
|
Gender composition |
Female 23 Males 16 |
||
|
Ethnic composition |
Māori Tongan Tahitian / Māori |
34 3 2 |
|
|
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 |
4 November 2014 |
||
|
Date of this report |
10 December 2014 |
||
|
Most recent ERO report(s) |
No recent report |
||
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:
Well placed – The next ERO review in three years
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.