Te Kōpae Reo o Tupoho

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga me ngā kaiārahi, ngā whānau, ngā kaiako me ngā hapori o ngā Puna Reo, o ngā Whare Kōhungahunga rānei ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.

2 Te Horopaki

E tū ana Te Kōpae Reo o Tūpoho ki Te Kura Kaupapa Māori o Tūpoho, ki Whanganui. He hononga ō rātou ki te hapū o Ngāti Tūpoho, nō te iwi o Te Āti Haunui-a-Pāpārangi. Ko ‘Toitū te kupu, toitū te mana, toitū te whenua’, me te tirohanga hoki a ngā tūpuna ngā tūāhuatanga e ārahi ana i te hōtaka akoranga.  

3 Te Aronga o te Aromātai

He pēhea rawa te whakaatu mai a ngā mokopuna i tō rātou māramatanga ki te whanaungatanga?

Ka whakaatuhia e ngā tamariki tō rātou māramatanga ki te whanaungatanga i a rātou e tākaro ana, e taunekeneke ana hoki ki te taha o ētahi atu.

4 Ngā Whakaaturanga

Kua pou herea ngā whakaritenga katoa ki te whanaungatanga. Ka whakarato ngā pouako i ngā whai wāhitanga mō ngā tamariki ki te taunekeneke ngātahi. Ka manaaki ngā tuākana i ngā tēina, ā, ka hāpai i tā rātou whakawhiti haere i te whare. Ka kapo atu rātou i ngā whai wāhitanga ki te ārahi, ā, ka tū māia. Ka kitea te whakawhirinakitanga o ngā tēina ki ō rātou tuākana, ā, ka whai atu i a rātou. Kei te tino mōhio ngā pouako ki ngā tamariki. Ka toro atu rātou ki aua mōhiotanga ki te āta poipoi me te āta manaaki i ngā tamariki. E āhei ana ngā tamariki ki te whakapuaki i ō rātou hiahia, ā, e mōhio ana rātou ka tautokona. Ka ngahau tahi ngā pouako me ngā tamariki i a rātou e ako ana. He nui te katakata me te akiaki ki waenga i ngā tamariki, i a rātou e tākaro ana. Ka ngākau nui ngā tamariki ki te tūhura i ngā wāhi o roto, o waho hoki i te kōhanga reo, mā te tautoko anō hoki o ngā pouako. He whai wāhitanga mō ngā tamariki ki te toro atu ki ngā wheako hou, hei whakatau i ngā tūāhuatanga e pai ana ki a rātou, me ērā hoki kāhore i te pai. Ka kitea tō rātou taha pākiki i a rātou e tūhura ana i ngā tūmomo horopaki ako. Ka kitea te mauritau o ngā tamariki i roto i ā rātou akoranga.

Ko te whakahaeretanga o te puna reo, he rite ki te paepae o te marae, ā, ka whakatairanga i Te Whāriki. Ka whakamahere ngātahi ngā pouako mō te wāhanga. He kawenga ngātahi ā rātou ki te whakamahere i ngā hōtaka akoranga o ia wiki me ia rā. Kua whakahāngaitia te aronga ki ngā akoranga, ā, kua tuituia ngā wawata o te whānau me ngā whāinga ako o ngā tamariki. Ka pūrongohia te ako me te ahu whakamua a ngā tamariki ki ngā paki ako, te Storypark, me te Pukamata. Arotakengia ai e ngā pouako te whai huatanga o ā rātou whakaritenga. Ka whiwhi ngā tamariki i tētahi hōtaka akoranga e arotahi ana ki te whakapai ake, ā, kua whakatinanahia ki Te Whāriki me Ngā Kai o te Puku Tupuna.

Kua whakaritea e te puna reo ngā hononga mahi ki ngā tūmomo ratonga, whakahaere hoki i Whanganui, pērā i te tarahiti o Tūpoho, i Te Puna Mātauranga, me Te Kura Kaupapa Māori o Tūpoho. Nā tēnā, kua whakaritea ngā tukanga e hāpai ai i te whakawhitinga ngāwari atu o ngā tamariki ki te kura kaupapa Māori.

Ngā Whakaritenga Matua ka whai ake 

Kāhore i te rawaka te kāwana me te whakahaere i te kōhanga reo. Kāhore i te tino nui ngā mōhiohio me te ārahitanga o ngā pūnaha, ngā kaupapa here, ngā tukanga me ngā whakaritenga, hei hāpai i te whānau, i ngā pouako rānei. He take e pā ana ki te hauora me te haumaru, te whai rauemi, me ngā kaimahi. Kāhore i te rawaka ngā rauemi e wātea ana ki ngā pouako, hei hāpai i ngā whakaakoranga me ngā akoranga o ia rā. Kāhore i ngā mokopuna te whānuitanga o ngā tūmomo whai wāhitanga ako whai kounga i te puna reo.

Me titiro wawe ki te aromātai o roto. Kāhore he tukanga ōkawa i whakaratohia, mō ngā mahi a te poari. Kāhore i te wātea ngā tuhinga tātari. Ahakoa kua whakatakotohia te pūrongo atu a ngā kaiwhakahaere ki te poari i tēnei wā, kāhore ngā hui o te poari e tū auau ana. Ka whai pānga tōtika tēnā ki ngā whakataunga me te āheinga o ngā kaitiaki poari ki te āta kāwana i Te Kōpae Reo o Tūpoho.

Kāhore i te rawaka te whakamahere rautaki. Kāhore he mahere rautaki e tautuhi ana i ngā wawata o te whānau o tēnei wā, ā, kāhore he huarahi e āta whakatau ana i te āheinga o te whānau ki te whai wāhi atu ki taua kaupapa. Kāhore te mahere ā-tau e tohu ana i te aronga mō te tau kei te heke mai.

Kāhore he mahere ā-tau. He uaua ki te āta whakatau i te wā, i te huarahi hoki ka whāia hei whakatutuki i ngā mahi matua i te tari. Ko tētahi aronga matua tonu, ko te whakatakoto i tētahi pūnaha whakahaere tari e whai hua ana.

Me titiro ki ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. Inarā, me āta whakatau i te hāngaitanga o ngā kaupapa here matua ki te Children’s Act 2014. He maha ngā kaupapa here o te hauora me te haumaru hei arotake ake. He mea nui te toro atu a te poari ki te tautoko o waho, kia whai māramatanga ai rātou ki te whai pānga me te whai pūtaketanga o aua tūāhuatanga, hei hāpai i a rātou ki te whakahou ake i ngā kaupapa here, me te hāngaitanga o ērā ki ngā herenga ā-ture o tēnei wā. Tē taea te hauora me te haumaru te whakatūturu.

Kei te pā ki ngā tamariki ngā tūāhuatanga o te whakahaeretanga whakakapi. I te wā o te arotakenga, i te whakahaerehia tētahi tukanga kimi kaimahi, hei whakakikī i ētahi o ngā tūranga matua, tae atu hoki ki te tūranga o te kaiwhakahaere. He mea nui kia wawe te whakatutukitanga o taua tukanga, kia āhei ai ngā kopounga te kawe tōtika atu i ngā kawenga e whai pānga ana ki aua tūranga. Ko ētahi o aua whakaritenga, ko te whakatinanatanga i te tikanga whakaaro o te ratonga, me te whakatakoto anō hoki i te ahurea whakahaere e hāpai ana i te whakapai tonutanga, puta noa i ngā take whakahaere. I whakamārama ngā pouako i tō rātou hiahia kia arahina rātou i ia rā. E arahina ana ngā tamariki e te ārahitanga o tēnei wā.

Ahakoa he mea nui te reo Māori ki te whānau me ngā pouako, e mōhio ana rātou, e tika ana kia whakapakari tonuhia te reo o Te Awa Tupua. Ka whakamahi ngā tamariki i te reo Māori me te reo Pākehā ki te whakawhiti kōrero ki ētahi atu. Ka ahu mai te nuinga o ngā tamariki i ngā kāinga kōrero Pākehā. Hei whakapakari ake i te whakawhanaketanga reo o ngā tamariki, he mea nui kia rapu te whānau i ngā rautaki ka whakapakari ake i ō rātou pūkenga ki te kōrero i te reo Māori.

Kua tīmatahia te whakatinana haere i ngā arohaehae. He mea nui kia whakatutukihia taua tukanga, hei tāutu i te whakawhanaketanga e whai pānga ana ki ngā mahi a te pouako. Ka whai hua ngā tamariki mā te whakapiki ake i ngā mōhiotanga me ngā pūkenga o ngā pouako, hei whakatairanga ake i te kounga o te ako.

E tika ana kia whakapakari tonuhia ngā pouako i tō rātou māramatanga ngātahi ki te aromātai hōtaka, kia haere tonu ai te whakapai tonutanga. Ka whai hua ngā tamariki mā te aronga ngātahi ki te whakapai tonu i ngā whakaakoranga me ngā akoranga.

5 Te Whakatau a te Whakahaere ki ngā Wāhanga Tautukunga

I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha o te ratonga ki te whakahaere i ngā wāhanga e whai pānga nui ai ki te waiora o ngā tamariki, arā, ki:

• te haumaru ā-whatumanawa, tae atu ki te ārahi mauritau me te ārai tamariki

• te haumaru ā-tinana, tae atu ki te mātakitaki tamariki, ngā whakaritenga whakamoe, ngā aituā, te whāngai rongoā; ngā ritenga akuaku; me ngā kaupapa here, ngā tukanga hoki mō ngā haerenga whakawaho

• te tū tika o ngā kaimahi, tae atu ki te tika o ngā tohu mātauranga, ngā mahi arowhai a ngā pirihimana, me te tatauranga ki waenga i te kaiako me te tamaiti 

• ngā whakaritenga hōneatanga me ngā tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

Ki tā ngā herenga, mā ngā ratonga mātauranga kōhungahunga katoa e whakatairanga te hauora me te haumaru o ngā tamariki, ā, mā rātou anō e arotake i ia te wā, tā rātou whakatutukitanga o ngā herenga ā-ture.

Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:

• āta whakatau i ngā whai wāhitanga mō ngā mātua o ngā tamariki i te ratonga, mō ngā pakeke hoki e whāngai ana i te mātauranga me te atawhai, ki te whakapuaki i ō rātou whakaaro ki te whakawhanaketanga me te arotakenga o ngā tuhinga whakahaere o te ratonga (pērā i te tikanga whakaaro, ngā kaupapa here, ngā tukanga, me ērā atu tūmomo tuhinga e whakatakoto ana i te āhua tonu o ngā mahi whakahaere i ia rā)
  [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA4 Paearu Raihana mō ngā Ratonga o te Mātauranga me te Atawhai Kōhungahunga 2008]  

• āta whakatau i te haere tonutanga o te tukanga arotake whaiaro, hei hāpai i te ratonga ki te whakapūmau me te whakapai ake i te kounga o te mātauranga me te atawhai 
  [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA6 Paearu Raihana mō ngā Ratonga o te Mātauranga me te Atawhai Kōhungahunga 2008]

• āta whakatau i te tukanga kia whakatinanahia, kia aroturukitia hoki te ahu whakamua o ngā wāhanga matua o te mahere ā-tau e pā ana ki ngā whakahaeretanga
  [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA8 Paearu Raihana mō ngā Ratonga o te Mātauranga me te Atawhai Kōhungahunga 2008]

• āta whakatau i te whakatinanatanga o te tukanga e kaupare atu ai i te tūkino tamariki, ā, me āta whakatau hoki i te whai atu i tētahi tukanga ina e whakaarohia ana kua tūkinotia pea tētahi tamaiti
  [R46 Ture Mātauranga (Kōhungahunga) 2008; HS31 Paearu Raihana mō ngā Ratonga o te Mātauranga me te Atawhai Kōhungahunga 2008]

• āta whakatau i ngā whakaritenga e tika ana mō te whakahaeretanga o ngā pūmanawa tāngata, tae atu ki te whakaratonga o te whakawhanaketanga ngaio
  [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA7 Paearu Raihana mō ngā Ratonga o te Mātauranga me te Atawhai Kōhungahunga 2008]

• āta whakarite i te whakatinanatanga o te marau o te ratonga mā ngā mahere, ngā whakapuakitanga, me ngā aromātai e tohu ana i te māramatanga ki te ako a ngā tamariki, tae atu hoki ki ō rātou ngākau nuitanga, ō rātou whānau, me te āhua tonu o ō rātou nā ao
  [R43 Ture Mātauranga (Kōhungahunga) 2008; C2 Paearu Raihana mō ngā Ratonga o te Mātauranga me te Atawhai Kōhungahunga 2008]

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia toro wawe atu ki te tautoko o waho, ā, kia hui tahi ngā pouwhakahaere, ngā pouārahi, me ngā whānau ki te aro matua atu ki tā rātou mahere mahi, hei āta whakatau i te whakapaitanga ake o te kounga o te mātauranga me te atawhai o ngā mokopuna.

Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services

29 Pipiri, 2023

7 Ngā kōrero e pā ana ki te Puna Reo ki te Whare Kōhungahunga rānei

Te tūwāhi		Kei Whanganui
Te tau a te Tāhuhu o te Mātauranga		46399
Te tūmomo raihana		He Ratonga Mātauranga me te Atawhai
Te raihana		Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008
Te tokomaha mō te raihana		30, kia tekau ki raro i te rua o ngā tau
Te tokomaha kei runga i te rārangi ingoa		18, tokorua kei raro i te rua o ngā tau
Ngā hononga ā-iwi		Māori 17, Iwi kē 1
Te ōrau o ngā kaimahi kua whakawhiwhia ki ngā tohu mātauranga		50-79%+
Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki	Ki raro i te rua o ngā tau	1:2	He pai ake i ngā herenga tikanga mōkito
	Ki runga ake i te rua tau	1:6	E whakatutuki ana i ngā herenga tikanga mōkito
Te wā i te whare kōhungahunga te rōpū arotake		Paenga-whāwhā 2023
Te wā o tēnei pūrongo		29 Pipiri 2023
Ngā pūrongo o mua a Te Tari Arotake Mātauranga		Arotake Mātauranga, Kohi-tātea 2016

1 Introduction

The Education Review Office (ERO) in collaboration with Puna Reo or Whare Kōhungahunga leaders, whānau, kaiako and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability.

2 Context

Te Kōpae Reo o Tupoho is located at Te Kura Kaupapa Māori o Tupoho in Wanganui. They have links to the hapū of Ngāti Tūpoho of the iwi, Te Atihaunui a Paparangi. Toitū te kupu, toitū te mana, toitū te whenua and the vision of tupuna guide the learning program. 

3 Evaluation Focus

To what extent do tamariki demonstrate an understanding of whanaungatanga? 

Tamariki demonstrate their understanding of whanaungatanga as they play and interact with others. 

4 Findings

All practices are underpinned by whanaungatanga. Pouako provide opportunities for tamariki to interact with others. Tuākana care for their teina and help them navigate their way around the whare. They embrace leadership opportunities and stand with confidence. Teina show trust in their tuākana and follow their lead. Pouako know tamariki intimately. They use this understanding to nurture and care for tamariki appropriately. Tamariki are able to express their needs and know they will be supported. Pouako and tamariki have fun together while learning. There is a lot of laughter and encouragement amongst tamariki while they play. Tamariki enjoy exploring indoors and out with the support of pouako. Opportunities are provided for tamariki to have new experiences to determine their likes and dislikes. They show curiosity when exploring different learning contexts. Tamariki show they are settled intheir learning.

The puna reo operates according to the marae paepae structure and promotes Te Whāriki. Pouako collectively plan for the term. They have a shared responsibility to plan the weekly and daily learning programmes. A bespoke approach to learning incorporates whānau aspirations and tamariki learning goals. Tamariki learning and progress is reported through Paki ako, Story park and Facebook. Pouako regularly review the effectiveness of their practices. Tamariki experience an improvement focused learning program that is informed by Te Whāriki and Ngā Kai o te Puku Tupuna.

The Puna Reo has established collaborative relationships with a range of services and organisations within Wanganui such as Tupoho Trust, Te Puna Matauranga and Te Kura Kaupapa Māori o Tupoho. As a result, there are processes are in place to support tamariki to transition with ease into the kura kaupapa. 

Key Next Steps

Governance and management is inadequate. Systems, policies, procedures and practices lack necessary information or guidance for whānau or pouako. There are concerns related to health and safety, resourcing and personnel. Pouako do not have adequate access to resources to support day to day teaching and learning. Mokopuna lack a range of quality learning opportunities while they are at the puna reo.

Internal evaluation requires immediate attention. No formal records of Board activities were provided. Audit documentation was not available. While interim management reporting to the board is in place, board hui are irregular. As a result, this directly impacts decision making and trustee ability to effectively govern Te Kōpae Reo o Tupoho.

Strategic planning is inadequate. There is no strategic plan that defines the aspirations of the current whānau and there is no way to be assured that whānau have opportunity to contribute to this. The annual plan does not reflect where the focus will be for the coming year.

There is no annual plan in place. It is difficult to gauge when and how key administration tasks are completed. The establishment of an efficient administration system remains a priority.

Health and safety policies and procedures require attention. In particular, ensuring key policies align with the Children’s Act 2014. Many of the health and safety policies require reviewing. It is important that the Board access external support to understand the relevance and purpose to assist them in the update of the policies to align to current legislation. Health and safety cannot be assured.

Tamariki experience temporary management. At the time of the review a recruitment process was in place to fill key vacancies including the manager’s role. It is vital that this quickly reaches its conclusion so that appointees can rapidly assume respective responsibilities. These include enacting the service philosophy and establishing an organisational culture that supports ongoing improvement across operational matters. Pouako described needing leadership guidance on a daily basis. Tamariki are guided by interim leadership.

While te reo Māori is important to the whānau and pouako, they acknowledge that it is essential to continue to strengthen te reo o Te Awa Tupua. Tamariki use a mixture of te reo Māori and English to communicate with others. Most children come from English speaking homes. In order to strengthen children’s language development, it is important that whānau seek strategies to build their capacity to speak Māori.

Appraisals are in the early stages of implementation. It is important that this process is completed to identify professional development relevant to the work of Pouako. Tamariki benefit from increasing pouako knowledge and skills to raise the quality of learning.

It is vital that pouako continue to strengthen their collective understanding of programme evaluation for continual improvement. Tamariki benefit from collaborative and improvement focused approaches to teaching and learning. 

5 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.

Actions for Compliance

To meet compliance requirements they must:

• ensure parents of children attending the service and adults providing education and care are provided with opportunities to contribute to the development and review of the service’s operational documents (such as philosophy, policies, and procedures and any other documents that set out how day to day operations will be conducted)
  [Regulation 47 Education (Early Childhood Services) Regulations 2008; GMA4 Licensing Criteria for Early Childhood Education and Care Services 2008]

• ensure an ongoing process of self-review helps the service maintain and improve the quality of its education and care
  [Regulation 47 Education (Early Childhood Services) Regulations 2008; GMA6 Licensing Criteria for Early Childhood Education and Care Services 2008]

• ensure there is a process to implement and monitor the progress of key aspects of the annual plan of operations
  [Regulation 47 Education (Early Childhood Services] Regulations 2008; GMA8 Licensing Criteria for Early Childhood Education and Care Services 2008]

• ensure a process for the prevention of child abuse is implemented, and a procedure for responding to suspected child abuse is followed when required
  [Regulation 46 Education (Early Childhood Services) Regulations 2008; HS31 Licensing Criteria for Early Childhood Education and Care Services 2008]

• ensure suitable human resource management practices, including appraisal for staff and the provision of professional development
  [Regulation 47 Education (Early Childhood Services) Regulations 2008, GMA7 Licensing Criteria for Early Childhood Education and Care Services 2008]

• ensure the service curriculum is informed by planning, implementation and evaluation that demonstrates an understanding of children’s learning, their interests, whānau and life contexts. [Regulation 43 Education (Early Childhood Services) Regulations 2008; C2 Licensing Criteria for Early Childhood Education and Care Services 2008]

6 Recommendation

ERO recommends that urgent external support be accessed, and pou whakahaere, pou arahi and whānau meet to prioritise their action plan to ensure the quality of education and care of mokopuna is improved.

Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services

29 June 2023

7 Information about the Puna Reo or Whare Kōhungahunga

Location		Whanganui
Ministry of Education profile number		46399
Licence type		Education & Care Service
Licensed under		Education (Early Childhood Services) Regulations 2008
Number licensed for		30 children, including up to 10 aged under 2
Service roll		18 children, including up to 2 aged under 2
Ethnic composition		Māori 17, Other 1
Percentage of qualified teachers		50-79%
Reported ratios of staff to children	Under 2	Ratio (1:2)	Better than minimum requirements
	Over 2	Ratio (1:6)	Meets minimum requirements
Review team on site		April 2023
Date of this report		29 June 2023
Most recent ERO report(s)		Education Review, January 2016