Atiawa Nui Tonu Kōhanga Reo - 25/09/2019

1 Te Aromātai i Ātiawa Nui Tonu Kōhanga Reo

He pēhea te tūnga o Ātiawa Nui Tonu Kōhanga Reo ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki?

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 tō rātou kōhanga reo?

E whakaatu ana ngā tamariki i te aroha me te whakaute ki ētahi atu.

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 a Ātiawa Nui Tonu Kōhanga Reo ki Wainuiōmata, ki Te Whanganui-a-Tara. E whakahaerehia ana te kōhanga reo i raro i te Tarahiti Ohaoha o Pukeatua Kōhanga Reo. Ahakoa e whai pūtea ana te kōhanga reo hei whare kōhungahunga, e whakapūmautia ana e te whānau tō rātou noho ū ki te reo me ngā tikanga Māori, me ngā iwi, ngā hapū, me te hapori hoki o tēnei takiwā.

He maha ngā whakatupuranga o ngā whānau kua whai wāhi atu ki tēnei kōhanga reo. He ratonga tēnei mō te rā katoa, ā, e whāngaihia ana te atawhai me te mātauranga mā te horopaki Māori mō ngā tamariki kei raro i te rima o ngā tau. I tēnei wā, kua raihanatia te kōhanga reo mō ngā tamariki 95. E whakatutukihia ana ngā matea ako me ngā matea whakawhanaketanga o ngā tamariki i roto i ngā rūma e whā. Kua tautapatia ia rūma mō ngā tū reanga tamariki, arā, ko tētahi mō ngā pēpi, ko tētahi mō ngā tamariki kotahi ki te rua tau, ko tētahi mō ngā tamariki rua ki te toru tau, ā, ko tētahi mō ngā tamariki kua eke ki te whā tau te pakeke.

E whakahaerehia ana te kōhanga reo e tētahi poari e whakatutuki haere ana i ngā take kāwana katoa. Tokotoru ngā kaiwhakahaere i roto i te rōpū whakahaere, ā, ko tā rātou mahi, he kōkiri i ngā whakaritenga o ia rā ki te kōhanga reo. Kei roto hoki i taua rōpū, ko te tumuaki, ā, māna ngā kawenga e pā ana ki te marautanga, ngā kaiwhakahaere o ngā whakaritenga, me te whakahaeretanga o te tari me ngā pūtea. Kei taua rōpū te whānuitanga o ngā tūmomo pūkenga me ngā tūmomo pūmanawa e whakatairanga ake ana i ō rātou tūranga.

Ngā Whakaaturanga o te Arotake

E taunekeneke ana ngā tamariki ki tētahi taiao e ahu mai ana i te whanaungatanga. Ka whakatauira ngā kaimahi me te whānau i te whakaute, te manaakitanga, me te whai whakaaro nui ki ētahi atu. Ka whakapuaki rātou i ngā mihi me ngā rautaki papai hei whakatairanga ake i te ngākau titikaha, te whakawhirinakitanga, me te aronga poipoi. Ka āta whakamihia ngā tamariki, ka kōrerohia, ā, ka awhitia, ka kihitia hoki hei tautāwhi i a rātou. Ka whakatau ngā tamariki i ā rātou ake whiringa i a rātou e tākaro ana, e ako ana hoki. He whai wāhitanga mō rātou ki te ārahi i ngā karakia, ngā mihimihi, me ngā pepeha i ō rātou rūma, ā, i te kōhanga reo whānui hoki. He ngākau titikaha ō ngā tuākana i a rātou e ārahi ana i ō rātou tēina. Ka ako ngā tēina i ō rātou tuākana. Ka āta whakatakoto te whānau i ngā mahinga, kia ngāwari, kia haumaru hoki ngā taunekeneke i ngā wāhi ako. Nā tēnei tūāhuatanga, he ngāwari anō hoki te whakawhiti haere a ngā tamariki me tō rātou tiaki i a rātou anō. Kua waia rātou ki ā rātou mahinga me ngā tūmanako o te kōhanga reo. Ka whakarārangihia ngā tamariki, ā, ka haere ngātahi ki ngā tūmomo rūma, ā, ki te wharekai hoki i ngā wā kai. Kei te harikoa, kei te mauritau hoki ngā tamariki.

E whiwhi ana ngā tamariki i ngā whai wāhitanga ako e aro nui ana ki ō rātou matea. Ka whakamahere ngātahi ngā kaimahi i ngā kaupapa ako, ā, ka hāngai ngā akoranga a ngā tamariki ki ngā atua Māori me ō rātou whai hononga. He whai wāhitanga mō ngā tamariki ki te whakatinana me te ako i ngā tikanga Māori. He tino aronga ki te tū o te kaitiaki, mā ngā wheako ako e hāpai ana i te ako a ngā tamariki i te kaitiakitanga. He pārekareka ki ngā tamariki te whakapuaki i ā rātou akoranga mō Papatūānuku rāua ko Tāne Mahuta ki te taha o ētahi atu. He tokomaha ngā mema o te whānau e whai wāhi mātātoa ana ki te hōtaka akoranga. Ka tautoko, ā, ka taetae atu rātou ki ngā kaupapa ā-whānau, pērā i te whakanuitanga o Matariki. Ka tuhia ngā mōhiohio aromatawai ki ngā pūkete ako. E wātea ana ki te whānau te huarahi ako o ā rātou ake tamariki. E ākina ana tā rātou whai wāhi atu ki ngā pūkete ā rātou tamariki. E hāpaitia ana te whakawhanaketanga o ngā tamariki mā te pai o ngā mahi aromatawai. Kei te tūmāia, kei te ngana hoki ngā tamariki hei ākonga.

Kei te pūtake o ngā hononga o ngā kaiārahi, ko te manaakitanga me te whanaungatanga. E āta poipoia ana te mahi ngātahi ki te whānau, ā, ki te katoa tonu e whai wāhi atu ana ki te kōhanga reo. Kei te noho pūmau ngā kaiārahi ki te tikanga whakaaro, te tirohanga, me ngā whāinga o te kōhanga reo. E poipoia ana te putaputa mai o ngā pūkenga ārahi o roto i ngā kaimahi me te whānau. E whakapakari ana i ngā pūkenga o te whānau i ia te wā. Ko te whakamahere mō te tauatanga tētahi aronga e āta whakapūmau ana i te rōnakitanga o te kōhanga reo mō ngā tamariki. Nā te kuia taua whakaritenga pūmau i whakatō ki te kaiārahitanga o tēnei wā. Nā taua tūāhuatanga, e hāngai pū ana, e whai pānga mārika ana hoki ngā akoranga ngaio me te whakawhanaketanga ngaio ki ō rātou matea. E whai hua ana ngā pūnaha o te kōhanga reo e aroturuki ana i te hauora me te haumaru ā-tinana, ā-whatumanawa hoki o rātou katoa e whai wāhi atu ana ki te kōhanga reo. Ko te hauora me te haumaru o ngā tamariki te aronga matua.

He whai wāhitanga mō te whānau ki te whakapuaki i ō rātou whakaaro ki te arotake whaiaro. Kua whakaritea ngā pūnaha me ngā tukanga kia āta whakaarohia ai ngā wawata o te whānau i te whakatakotoranga o ngā whāinga paetawhiti. Ka kitea ki te poari kāwana me te kōhanga reo, te tino ū pūmau ki te whakawhitiwhiti kōrero ki te whānau me te toro atu hoki ki a rātou i roto i ngā whakataunga. E whakamōhio ana ngā kaupapa rautaki matua i te aronga o te kōhanga reo. E whakamōhio ana te arotake whaiaro i ngā whakataunga ā-kāwana nei, i te ako ngaio me te whakawhanaketanga ngaio, i ngā hōtaka akoranga, i ngā kaupapa matua, ā, i te arotakenga hoki o ngā kaupapa here. He pai te māramatanga me te āheinga ki te whakatutuki haere i ō rātou tūranga me ā rātou kawenga mahi. E whai hua ana ngā tamariki nā ngā pūnaha me ngā tukanga e arotahi ana ki te whakapaitanga ake.

Ngā Whakaritenga Matua ka Whai Ake

Ko te reo whakawhitiwhiti kōrero o ngā tamariki, ko te reo Pākehā. E mōhio ana te whānau kāhore te reo Māori e kōrerohia ana i ngā wā katoa e ngā tamariki me ngā kaimahi. Kua tae ki te wā kia aro rautaki atu te whānau ki te whakapakari ake i te reo Māori. Ka whai hua ngā tamariki mā tētahi aronga matawhānui ki te whakapakari i te reo Māori i roto i te whānau.

Ko te tukanga ki te whakatutuki i ngā whāinga rautaki, kāhore e āta whakaraupapahia ana. Ahakoa kua āta tuhia te aronga rautaki, kāhore e tino whai kiko ana. He iti noa ngā pārongo kōrero mō te huarahi ka whāia, mō te wā ka whakatutukihia ngā mahi, ā, mō ngā tāngata e kawe ai i ngā mahi ki te whakatutuki i ngā whāinga rautaki.

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 Taunakitanga

  • Kia whakawhanakehia tētahi mahere mahi e whakaraupapa ana i ngā rārangi wā e whakatutukihia ai ngā wawata rautaki.

Gloria Takuira

Toka ā-nuku Whakakapi

25 Mahuru, 2019

2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga

Te tūwāhi

Kei Wainuiōmata, ki Te Whanganui-a-Tara

Te tau a Te Tāhuhu o te Mātauranga

45553

Te tūmomo raihana

He Ratonga Mātauranga me te Atawhai

Te ture raihana

Ture Mātauranga (Kōhungahunga) 2008

Te tokomaha mō te raihana

95 ngā tamariki, kia 36 ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

63 ngā tamariki

Te ira tangata

Kōtiro 29

Tama 34

Ngā hononga ā-iwi

Māori

Iwi kē

59

4

Ōrau o ngā kaiako e mau ana i ngā tohu mātauranga

50-79%

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 moroiti

Ki runga ake i te rua tau

1:10

E whakatutuki ana i ngā herenga tikanga moroiti

Te wā i te whare kōhungahunga te rōpū arotake

Here-turi-kōkā 2019

Te wā o tēnei pūrongo

25 Mahuru, 2019

Ngā pūrongo o mua ā Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Hui-tanguru 2016

Hakihea 2012

1 Evaluation of Ātiawa Nui Tonu Kōhanga Reo

How well placed is Ātiawa Nui Tonu Kōhanga Reo to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Ātiawa Nui Tonu Kōhanga Reo is well placed to promote positive learning outcomes for children.

How well do children show whanaungatanga in their kohanga reo?

Children show aroha and respect for others.

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

Background

Ātiawa Nui Tonu Kōhanga Reo is situated in Wainuiomatā, Wellington. The kōhanga reo operates under Pukeatua Kōhanga Reo Charitable Trust. Whilst the kōhanga reo is funded as an early learning centre whānau acknowledge their commitment to te reo me ngā tikanga Māori, the local iwi, hapū and community.

Many generations of whānau have attended the kōhanga reo. It is a full day service that provides care and education within a Māori context for children under five years old. The kōhanga reo is currently licensed for 95 children. Learning and developmental needs of children are catered for in four rooms. Babies, one to two-year olds, two to three year olds and four year olds.

The kōhanga reo is governed by a board that attends to all governance matters. A management team consists of three managers who oversee the daily operations of the kōhanga reo. The team includes the tūmuaki who has responsibility for curriculum, managers for operations, administration and finance. This team has wide range of skills and experiences to add to their roles.

The Review Findings

Children interact in an environment that is based on whanaungatanga. Kaimahi and whānau model respect, care and concern for others. They use praise and positive strategies to promote confidence, trust and a sense of nurture. Children are greeted warmly, spoken with and to, and hugged and kissed when comfort is sought. Children make choices about their play and learning. They are given opportunities to lead karakia, mihimihi and pepeha within their rooms and across the kōhanga reo. Tuakana lead their teina with confidence. Younger teina learn from their tuakana. Whānau establish clear routines to enable free and safe interactions within the learning spaces. As a result, children move smoothly between transitions and self-care routines. They are familiar with their routines and the expectations in the kōhanga reo. Children line up and move together between rooms and to the wharekai for kai times. Children are happy and settled.

Children receive learning opportunities responsive to their needs. Kaimahi collaboratively plan the learning kaupapa and children’s learning is based on ngā atua Māori and their connections to them. There are opportunities for children to engage in and learn Māori practices. There is a strong emphasis on the role of kaitiaki involving learning experiences that support children learning about kaitiakitanga. Children enjoy sharing their learning about Papatuānuku, and Tane Mahuta. Many whānau members are active participants in the learning programme. They attend and support whānau kaupapa such as the Matariki celebrations. Assessment information is documented in learning profiles. Whānau have access to their child’s learning journey. They are encouraged to contribute to their children’s profiles. Children’s development is supported through good assessment practices. Children are confident, engaged learners.

Leaders base relationships on manaakitanga and whanaungatanga. Collaborative ways of working are fostered with whānau and all involved in the kōhanga reo. Leaders have a strong commitment to the philosophy, vision and goals of the kōhanga reo. Emergent leadership amongst staff and whānau is encouraged. Building the capability of whānau is an ongoing. Succession planning is a focus to ensure sustainability of the kōhanga reo for children. This is an embedded practice that the kuia has instilled in the leadership of today. As a result, kaimahi professional learning and development is specific and targeted. The kōhanga reo has effective systems to monitor the physical and emotional health and safety for all involved in the kōhanga reo. Children’s health and safety is a priority.

Whānau have opportunities to contribute to self-review. Systems and processes are in place to ensure whānau aspirations are considered in setting long term goals. The governance board and kōhanga reo demonstrate a strong commitment to consulting whānau and involving them in decision making. The strategic priorities inform the direction for the kōhanga reo. Self-review informs decision making at governance level for; professional learning and development, learning programmes, priorities and policy review. There is good understanding and capability to carry out their roles and responsibilities. Children benefit from systems and processes that are focused on improvements.

Key Next Steps

Children’s chosen language of communication is English. Whānau acknowledge that te reo Māori is not spoken consistently by children and kaimahi. It is timely for whānau to focus on the strategic direction of improving te reo Māori. Children will benefit from a comprehensive approach to strengthening te reo Māori within whānau.

The process to achieve strategic goals is not clearly outlined. Whilst the strategic direction is clearly documented detail is lacking. There is limited information around how, when and who is responsible to meet the strategic goals.

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.

Recommendations

  • Develop an action plan with timelines to achieve strategic aspirations.

Gloria Takuira

Acting Toka ā-nuku

25 September 2019

2 Information about the Early Childhood Service

Location

Wainuiōmata, Wellington

Ministry of Education profile number

45553

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

95 children, including up to 36 aged under 2

Service roll

63 children

Gender composition

Girls 29

Boys 34

Ethnic composition

Māori

Other

59

4

Percentage of qualified teachers

50-79%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

August 2019

Date of this report

25 September 2019

Most recent ERO report(s)

Education Review

Education Review

February 2016

December 2012

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.