Te Pā Harakeke o Te Awahou Puna Reo

1 Te Aromātai i Te Pā Harakeke o Te Awahou

He pēhea te tūnga o Te Pā Harakeke o Te Awahou ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki?

He pēhea rawa ngā tamariki e whakapuaki i tō rātou Raukawatanga?

Ka whakapuaki ngā tamariki i ngā uaratanga o te Raukawatanga mā ō rātou hononga ki ētahi atu, mā ā rātou mahi, ā, mā ā rātou tākaro hoki.

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 Pā Harakeke o Te Awahou ki te tāone o Te Awahou, ā, e whakarato ana i te mātauranga kōhungahunga rumaki reo Māori me te atawhai mō ngā tamariki o te rohe o te Horowhenua. I whakatūngia te whare kōhungahunga nei hei hāpai i te whakarauoratanga o te reo Māori me te ahurea Māori, ā, hei hāpai anō hoki i ngā huarahi mātauranga Māori i roto i a Ngāti Raukawa. Ko taua tirohanga mō Te Pā Harakeke o Te Awahou e pou herea ana ki ngā mātāpono matua tonu i ahu mai ai i te tūāpapa o Te Wānanga o Raukawa. E whakahaerehia ana te whare kōhungahunga e tētahi rōpū kāwana i whakatinanahia ai ki ngā māngai o tā rātou poari āwhina tāngata, o ngā kaimahi, ā, o te whānau hoki. He hononga ā-whakapapa tō ngā tamariki me ngā kaimahi ki a Ngāti Raukawa.

Ngā Whakaaturanga o te Aromātai

E noho pūmau ana Te Pā Harakeke o Te Awahou ki te whakarato i te kounga o te mātauranga mā tētahi taiao rumaki reo Māori i āta whakahāngaitia ai ki te Raukawatanga, ki Te Whāriki, ā, ki Te Whare Tapa Whā hoki. E āta whakatinana ana te mahere rautaki i ngā mahi matua e hāpai ana i te whare kōhungahunga ki te whakatutuki i ōna wawata o te pae tata me te pae tawhiti. Ka hāngai aua tūāhuatanga ki te poipoi i te katoa o te tamaiti ki tētahi taiao e whakamana ana i te whakamahinga o te reo Māori anake. He tino aronga ki te whakapakari ake i te āheinga ngaio o ngā kaimahi, me te whakarato i te kounga kairangi o te mātauranga. Ka whakatinanahia ngā mahi arotake whaiaro hei aroturuki i te ahu whakamua o ngā mahi rautaki me ngā mahi ā-tau, hei tāutu i ngā huarahi ka whakapakari ake i ngā whakahaeretanga o te whare kōhungahunga. Kei te hanganga kāwana ngā tino kawenga mahi mārama, ā, e whakarato ana i te mātau o te tautoko ki te whakahaere i te whare kōhungahunga. Ko te whakawhanaketanga ā-ahurea o ngā tamariki, ko tō rātou waiora, tō rātou haumaru anō hoki e noho katoa ana hei aronga matua o te whare kōhungahunga.

E whakatairanga ana ngā kaiārahi me ngā kaiwhakahaere o te whare kōhungahunga i te pai o ngā wheako ako mō ngā tamariki me ngā whānau. He tino mātanga ētahi o ngā kaimahi ki te whare kōhungahunga i roto i te mātauranga kōhungahunga, ā, he matatau anō hoki rātou ki te reo Māori. Ka tohaina ngā tūranga matua me ngā kawenga mahi matua ki waenga i ngā kaimahi, ā, ka mahi ngātahi anō hoki rātou. Ka whai hua tēnei ki te whakapakari i ngā pūkenga me ngā mōhiotanga o ngā kaimahi i roto i ō rātou ake tūranga. Ka āta hāpai ngā pūmanawa o ngā kaimahi i ngā tamariki me te whānau ki te whai wāhi atu ki te hōtaka ako e whakapakari ake ana i ngā ngākau nuitanga o ngā tamariki, me ō rātou mōhiotanga ā-ahurea. Kua whakaritea e ngā kaimahi me te whānau ngā hononga ki roto i tō rātou hapori, tae atu hoki ki ngā marae, ngā hapū, me ngā ratonga Māori. He painga tēnei mō ngā akoranga a ngā tamariki. E whai wāhi atu ana ngā tamariki ki tētahi hōtaka akoranga i āta whakatakotohia ai, i āta whakahaerehia ai, ā, i āta whakaritea ai hoki.

Ko te reo Māori me te mātauranga Māori e noho matua ana ki te whakatakotoranga me te kiko o te marautanga. Ko tō te whānau wawata, kia mārama ā rātou tamariki ki te whakahirahiratanga o tō rātou tū hei mana whenua, ā, e noho matua ana taua aronga ki ngā akoranga a ngā tamariki. Nā te whai wāhi atu a ngā tamariki ki ngā kaupapa i ngā marae, ngā hapū, me te iwi o tēnei hapori, e kite ana rātou i tō rātou hononga tū ki roto i a Ngāti Raukawa. E tino ākina ana tā rātou whakapuaki i ō rātou pepeha ki te taha o ō rātou hoa. Ka toro atu te whakapuakitanga o te hōtaka akoranga ki ngā pūkenga me te matatau o te katoa o te rōpū kaiako. Ko te whai wāhi anō hoki o te whānau, ngā kuia, me ngā kaumātua e whakatairanga ake ana anō hoki i te marau o te whare kōhungahunga. Ko te mōhiotanga me te māramatanga o ngā tamariki ki tō rātou tūrangawaewae e āta hāpaitia ana, ā, he whānui, he whakahihiri hoki.

He pai te whakatinanatanga o ngā mahi e pā ana ki te whakamahere, te aromatawai, me te aromātai. Ka whakaaro huritao ngā kaiako i roto i ā rātou mahi, ā, ko ā rātou aromātai o ia rā e āta whakarite ana i te whai wāhi atu o ngā tamariki ki tētahi hōtaka e āta poipoi ana i ō rātou matea me ngā ngākau nuitanga e tīmata ana ki te puāwai mai i a rātou. Ka whakamahere ngā kaiako i ngā hōtaka akoranga whakaongaonga e whai pānga ana ki te pūtaiao, te tikanga ā-iwi, te hauora, ngā atua Māori, ngā marae o te hapori nei, me te hītori hoki o Ngāti Raukawa. Ko te māra kai tētahi āhuatanga matua o te hōtaka akoranga, ā, e ako ana ngā tamariki ki te mahi māra, i runga anō i te āhua o te mahi māra ā ō rātou tūpuna. Ka āta whakaarohia e ngā kaiako ngā mahinga i ngā kāinga. Ka whiwhi ngā whānau i ngā paki ako e whakanui ana i ngā ngākau nuitanga ako me ngā pūmanawa anō hoki o tā rātou tamaiti. Ko ngā tamariki e mau nei i ngā matea ako ake, ka āta tautokona e ō rātou whānau me ngā kaiako. He tūmāia, he ngana hoki ngā tamariki hei ākonga.

Ka aroha, ka manaaki hoki ngā tamariki i a rātou e ako ana. Ka kitea te nui o tō rātou atawhai, tō rātou manaaki hoki mō ētahi atu. Ko te aro nui ki te manaaki i te taiao, i ētahi atu tāngata anō hoki, e ārahi ana i te whai whakaaro nui o ngā tamariki ki ētahi atu. Ka manaakitia ia pēpi, ā, kua whakaritea tētahi wāhi haumaru mō rātou ki te ako me te tākaro. Ko ngā awhi o ngā tuākana me te tautāwhi poipoi o ngā kaiako e hāpai ana i te waiora ā-whatumanawa, ā-tangata hoki o ngā tamariki tēina. He whai wāhitanga anō hoki mō ngā pēpi ki te uru atu ki te hōtaka akoranga ki te taha o ngā tuākana. He mauritau, he harikoa hoki ngā tamariki me ngā pēpi ki te whare kōhungahunga.

Ngā Whakaritenga Matua ka Whai Ake

E tupu tonu ana te whare kōhungahunga, nō reira, he mea nui kia whakatōpūngia te whai huatanga o ā rātou pūnaha, ā rātou whakaritenga, me ā rātou whakahaeretanga. Ka whakapakari ake tonu tēnei i ō rātou pūmanawa me tā rātou rōnakitanga, ā, ka āta whakatau i te tūnga tonu o te whare kōhungahunga ki te whai wāhi nui ki te tirohanga kia kounga kairangi ngā huarahi rumaki reo Māori mō ngā ākonga o Ngāti Raukawa.

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 Pā Harakeke o Te Awahou i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

15 Pipiri, 2018

2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga

1 Evaluation of Te Pā Harakeke o Te Awahou

How well placed is Te Pā Harakeke o Te Awahou to promote positive learning outcomes for children?

How well do children express their Raukawatanga?

Children express the values of Raukawatanga through their relationships with others, their work and play.

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

Background

Te Pā Harakeke o Te Awahou is located in Foxton and provides Māori immersion early childhood education and care service for children in the Horowhenua area. This centre was established to support the revitalisation of Māori language and culture, and strengthen Māori education pathways within Ngāti Raukawa. This vision for Te Pā Harakeke o Te Awahou is underpinned by the same key principles derived from the foundation of Te Wānanga o Raukawa. The operation of the centre is overseen by a governance group which comprises representatives from its charitable trust entity, team of kaimahi, and whānau. Children and kaimahi have whakapapa links to Ngāti Raukawa.

The Review Findings

Te Pā Harakeke o Te Awahou is committed to providing quality education in a Māori immersion environment that is strongly aligned to Raukawatanga, Te Whāriki and Te Whare Tapa Whā. The strategic plan details key actions that support the centre to achieve its short and long term aspirations. These include to nurture the whole child in an environment where only te reo Māori is prioritised. There is a strong focus on building the professional capability of staff and providing high quality education services. Self-review practices are implemented to monitor the progress of strategic and annual actions in order to identify ways to strengthen operations of the centre. The governance structure has clear lines of responsibilities and provides skilled support for managing the centre. Children’s cultural development, wellbeing and safety are the priorities within the centre.

The leadership and management of the centre promotes positive learning experiences for children and whānau. The staff in the centre include highly experienced ECE practitioners who are also fluent in te reo Māori. Key roles and responsibilities within the centre are delegated and shared amongst staff. This contributes to building the skills and knowledge of staff in their respective roles. The capability of the staff ensures children and whānau participate in a learning programme that builds on children’s interests and cultural knowledge. Staff and whānau have established networks in their community, and with marae, hapū and Māori organisations. This benefits children’s learning. Children participate in a learning programme that is well coordinated, managed and organised.

Te reo Māori and mātauranga Māori are central to the design and content of the curriculum. Whānau aspire for their children to understand the importance of their role as mana whenua and this is clearly a key focus of learning for children. Children participate in local marae, hapū and iwi events which allows them to recognise their place to stand within Ngāti Raukawa. They are actively encouraged to share their pepeha with their peers. The delivery of the learning programme draws upon the collective skills and experience of the team of teachers. The involvement of whānau, kuia, and kaumātua adds further substance to the curriculum in the centre. Children’s knowledge and understanding of their tūrangawaewae is well supported, broad and interesting.

Planning, assessment and evaluation practices are well implemented. Teachers are reflective practitioners whose daily evaluations ensure children participate in a programme that meets their emerging interests and needs. They plan stimulating learning programmes that includes pūtaiao, tikanga ā-iwi, hauora, atua Māori, local marae and history of Ngāti Raukawa. The māra kai is a feature of the learning programme, and children are learning to be gardeners like their tūpuna. Routines from home are well considered by teachers. Whānau receive learning stories that highlight their child’s learning interests and potential. Children with additional learning needs are well supported by their whānau and teachers. Children are confident and engaged learners.

Children are loving and caring learners. They show their capacity to give and care for others. The importance of caring for the environment and caring for others is guiding children to be considerate of others. Pēpi receive individual care and a safe area is provided for them to learn and play. Cuddles from tuakana and nurturing comfort from kaiako supports the emotional and social wellbeing of younger children. Pēpi also have opportunities to participate in the learning programme with tuakana. Children and pēpi are settled and happy in the centre.

Key Next Steps

As the centre continues to grow, it is important to consolidate the effectiveness of their systems, practices and operations. This will further strengthen their capability and sustainability, and ensure the centre is well placed to contribute to the vision for high quality Māori immersion pathways for Ngāti Raukawa learners.

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 Pā Harakeke o Te Awahou will be within three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

15 June 2018

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.