82 Moohan Street, Wainuiomata, Lower Hutt
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Kāhore i te pai te tūnga |
Me whakawhanake ake |
He pai te tūnga |
He tino pai te tūnga |
Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki te whānuitanga o tēnei whakataunga, kua whakarāpopotongia ki raro iho nei.
Ko Te Kōhanga Reo o Ati Awa Nui Tonu tētahi ratonga mātauranga kōhungahunga e kōkirihia ana e te kaiako, ā, e whakahaerehia ana mō te rā katoa. E whakahaere ana te kōhanga reo ki tētahi whare ā-hapori o Te Āti Awa ki Wainuiōmata. E kāwanatia ana e te Pukeatua Kōhanga Reo Charitable Trust. Ka whakanui te whānau i te Mana Whenua me ngā rōpū o te hapori. Kei te tino mārama ki ngā mema o te poari ngā wawata ki te whakapakari i ngā hononga. Kua tuituia te whanaungatanga ki ngā wāhanga katoa o te whakahaeretanga o te kōhanga reo. Ka whakamanahia ngā kuia ki te kōhanga reo, hei tino puna mātauranga Māori, ā, he mātātoa tā rātou whai wāhi nui ki te aronga rautaki.
E whakarato ana Te Kōhanga Reo o Te Āti Awa Nui Tonu i tētahi hōtaka rumaki reo Māori, tikanga Māori hoki mō ngā tamariki, te whānau, me te hapori. Ka whakahaerehia ki tētahi whare i hangaia ai hei kōhanga reo. Mai i te tau 2012, he nui ngā whakarerekētanga ki ngā hanganga e pā ana ki ngā kaimahi me te whakahaeretanga. E whakamahine ana ngā kaiwhakahaere o te whare kōhungahunga i te tūtohinga, kia whai pānga ai tēnei ki tō rātou whakahirahiratanga hei kōhanga reo.
Kua waihangatia e ngā kaiwhakahaere a te whānau i tētahi hanganga ka hāpai i ngā whakawhanaketanga o te kōhanga reo. Kua whakaritea te pūnaha whakahaere kotahi, hei hāpai i te noho ngātahi o ngā kōhanga reo e rua. Ko tētahi āhuatanga o tēnei mahi, ko te piki ake o te tatauranga tamariki ki te raihana. Ka hāpai te pūnaha kāwanatanga nei i te whakahaeretanga o ngā whakaritenga katoa ki te kōhanga reo.
Ka arotahi ngā whakataunga kāwanatanga, whakahaeretanga hoki ki ngā tino painga mō ngā tamariki me te whānau. Ka hāpai te arotake o roto, o waho hoki i te tupu tonutanga me te whakawhanake tonutanga. Ahakoa kei te whakawhanake tonuhia te arotake whaiaro, ka whakamahia aua mōhiohio hei whakapakari ake i te āheinga me te whakapūmautanga. He mārama ngā huarahi whakawhitiwhiti ki waenga i te kāwanatanga me te whakahaeretanga, hei hāpai i ngā whakaritenga ki te kōhanga reo. Ka kitea ki te ratonga, te noho tino pūmau ki te whakawhiti kōrero ki te whānau, kia whai wāhi ai hoki rātou ki ngā whakataunga. Ka whai hua ngā tamariki nā ngā pūnaha e poipoi ana i tā rātou eke angitu i roto i te mātauranga.
He rautaki, he tirohanga hoki tā te ārahitanga, ā, e noho pūmau ana hoki ki te āheinga i roto i te reo Māori me ngā tikanga Māori ki te kōhanga reo. He māramatanga ngātahi tō ngā kaimahi mō ngā kaupapa ako matua a ngā tamariki i roto i te reo me ngā tikanga. Ka hāpai ngā mōhiohio arotake whaiaro i ngā kaimahi ki te tāutu i ngā wāhanga hei whakapai ake i ngā putanga ako a ngā tamariki. Nā ngā hōtaka ako ngaio a ngā kaimahi, ka whakapiki ake tō rātou māramatanga ngātahi ki te whakawhanaketanga o te katoa o te tamaiti. E whakawhanake ana ngā tamariki i tā rātou whakamahinga i te reo me ngā tikanga Māori.
Ka poipoia ngā matea ako o ngā tamariki ki te hōtaka akoranga. He mārama ngā tukanga ā ngā kaimahi, hei ārahi i te whakamaheretanga o te hōtaka. Ka whakamahi ngā kaimahi i ngā ariā o te ao Māori, hei wāhanga matua o ngā akoranga a ngā tamariki. Ka arotahi mārika ngā tūmanako aromatawai ki te ahu whakamua a ngā tamariki i roto i ngā akoranga. Ka whakamahi ngā kaimahi i ngā whakaaro huritao e pā ana ki te ako a ngā tamariki, hei aro ki ō rātou matea, ā, ka whai pānga anō hoki ki ngā whakapaitanga ki te hōtaka. Ka aro te hōtaka akoranga ki ngā matea o ngā tamariki. He ākonga harikoa, he ākonga tūmāia hoki ngā tamariki.
Kua whakaritea e ngā tamariki ngā hononga whakaute e tino hāpai ana i a rātou. He whai wāhitanga mā rātou ki te tū hei tuakana, hei teina hoki. Ka noho ngākau nui, ka noho hihiri hoki ngā kaimahi i roto i ā rātou taunekeneke ki ngā tamariki. Ka whakarato rātou i tētahi taiao ako whakaongaonga mō ngā tamariki. He tino pakari ngā hononga whakawhirinaki ki waenga i ngā pākeke me ngā tamariki. E pou here ana te manaakitanga, te tiaki, te aroha me ngā tikanga i ngā mahi whakaako me ngā mahi ako. He pārekareka ki ngā tamariki ngā hononga me ngā taunekeneke e ahu mai ana i te whanaungatanga.
E mōhio ana te poari me ngā kaiwhakahaere, kua tae ki te wā kia arotahi ki ngā whakaritenga matua ka whai ake hei whakatairanga ake i ngā putanga mō ngā tamariki:
I whakawhanakehia e te poari, ngā kaiwhakahaere me Te Tari Arotake Mātauranga te taunakitanga e whai ake nei, arā:
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. Me tahuri te whānau ki te:
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Ati Awa Nui Tonu i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
15 Hui-tanguru, 2016
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Atiawa Nui Tonu Kōhanga Reo is an all day, teacher led learning centre. The kōhanga reo operates on Te Atiawa community site in Wainuiōmata. It is governed by the Pukeatua Kōhanga Reo Charitable Trust. The whānau acknowledge Mana Whenua and community groups. Board members are very clear about aspirations to strengthen partnerships. Whanaungatanga is incorporated in all areas of the kōhanga reo operations. Kuia in the kōhanga reo are regarded as repositories’ of mātauranga Māori and actively contribute to the strategic direction.
Atiawa Nui Tonu Kōhanga Reo provides an immersion programme in te reo and tikanga Māori for children, whānau and community. It operates from a purpose built facility. Since 2012 there have been some significant changes to staff and management structures.
Whānau management have created an infrastructure to support kōhanga reo developments. One management system is in place to support the merger of two kōhanga reo. The impact of this is an increase in licensed numbers. The governance system allows for the management of all operations of the kōhanga reo.
Governance and management decisions focus on the best interests of children and whānau. Internal and external review supports ongoing growth and development. Although self-review is developing this information is used to strengthen capacity and sustainability. There are clear lines of communication between governance and management to improve kōhanga reo operations. The service demonstrates a strong commitment to consulting whānau and involving them in decision making. Children benefit from systems that cater for their educational success.
Strategic and visionary leadership is committed to te reo and tikanga Māori capability within the kōhanga reo. There is a shared understanding amongst kaimahi about children’s learning priorities of te reo and tikanga. Internal review information helps kaimahi to identify areas to improve children’s learning outcomes. Kaimahi professional learning programmes allow them to increase the collective understanding about children’s holistic development. Children are developing in their use of te reo and tikanga Māori.
Children’s learning needs are nurtured through the learning programme. Kaimahi have clear processes in place to guide programme planning. Kaimahi use te ao Māori concepts as an integral part of children’s learning. Assessment expectations clearly focus on showing children’s progress with learning. Kaimahi use reflections about children’s learning to respond to their needs and leads to programme improvement. The learning programme is responsive to children’s needs. Children are happy and confident learners.
Children have established respectful and supportive relationships. There are opportunities to engage as tuakana and teina. Kaimahi are passionate and energetic in their interactions with children. They provide children with a stimulating learning environment. There are strong trusting bonds between adults and children. Manaakitanga, tiaki and aroha and tikanga underpins teaching and learning practice. Children enjoy relationships and interactions based on whanaunatanga.
The Board and management recognise that it is timely to focus on the following key next steps to enhance outcomes for children:
The Board, Management and ERO developed the following recommendation:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements. The whānau must:
The next ERO review of Atiawa Nui Tonu Kōhanga Reo will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
15 February 2016
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Location |
Wainuiōmata, Wellington |
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Ministry of Education profile number |
45553 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
95 children, including up to 36 aged under 2 |
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Service roll |
43 |
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Gender composition |
Boys 23 Girls 20 |
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Ethnic composition |
Māori Samoan Tongan Niuean Cook Island Tokelau |
49 6 1 1 1 2 |
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Percentage of qualified teachers |
0-49% |
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Reported ratios of staff to children |
Under 2 |
2:9 |
Meets minimum requirements |
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Over 2 |
3:26 |
Meets minimum requirements |
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Review team on site |
December 2015 |
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Date of this report |
15 February 2016 |
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Most recent ERO report(s) |
Education Review |
February 2013 |
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ERO’s overarching question for an 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 bicultural 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.
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:
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.