198 East Tamaki Road, Otara, Auckland
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Kāhore i te pai te tūnga |
Me whakawhanake ake |
He pai te tūnga |
He tino pai te tūnga |
E whai pūtake ana ngā hononga i tuituia ai e ngā tamariki ki ō rātou hoa me ngā pakeke. He whakaute, he whai whakaarotanga nui hoki i ā rātou aronga atu ki ētahi atu.
Ko ngā kitenga a Te Tari Arotake Mātauranga e hāpai ana i te whānuitanga o tēnei whakataunga, kua whakarāpopotongia ki raro iho nei.
E tū ana Te Whare Kōhungahunga o Awhi Whānau ki te hapori o Tāmaki Rāwhiti, ki Tāmaki-makau-rau ki te Tonga. Kua hangaia te whare nei hei whare kōhungahunga mō te hapori, ā, he aronga kākano-rua Māori, reo rua Māori hoki tā te mātauranga a ngā tamariki, mai i ngā tamariki e ono marama noa te pakeke, tae atu ki te ono o ngā tau. E hāngai ana te tikanga whakaaro o te whare kōhungahunga ki te whakauruuru mai o ngā uara wairuatanga Karaitiana me ngā whakaaro whakaaweawe tonu o Reggio Emilia. E whakahaerehia ana te whare kōhungahunga i raro i te maru o te Tarahiti o Houhanga Rongo, ā, ko rātou ngā kaitiaki taketake o te tikanga whakaaro, ngā uara, me te tirohanga e ārahi ana i ngā whakaritenga me ngā whakahaeretanga o te ratonga nei. Ko ngā uara matua o te whare kōhungahunga – arā, ko te aroha, te manaaki, me te āwhina – e āta whāngai atu ana ki ngā tamariki, otirā, ki ō rātou whānau hoki.
E tū ana te whare kōhungahunga ki tētahi hapori e noho ahurea kanorau ana. Tērā ētahi mema o te whānau nō hapori kē atu, heoi, he maha ngā take i whiriwhiri ai rātou i a Awhi Whānau. Kāti rā, e whakaae ana te katoa, ko te kounga o ngā hononga me te mātauranga kei te pūtake o tā rātou whakauru i ā rātou tamariki ki tēnei whare kōhungahunga.
E whai wāhi atu ana ngā tamariki ki tētahi taiao e aro nui ana ki ō rātou matea ako. Ka whakamanatia tā rātou kawe atu i ā rātou ake akoranga. He aronga pū ki te whakawhanaketanga o te reo, ā, ka kitea taua tūāhuatanga ki ngā huarahi e whāia ana hei akiaki i ngā tamariki ki te kōkiri i ō rātou ake whakaaro. Ka patapatai ngā kaimahi hei akiaki i ngā tamariki ki te matapae me te whakapuaki whakaaro i ngā āhuatanga pea ka taea. Kei te pākiki, kei te auaha hoki ngā tamariki tuākana. Ka taea e rātou ā rātou mahi te āta whakamārama, me te whakapuaki ki ō rātou hoa, ki ngā pakeke hoki. He tino tau, he tino ngāwari hoki ngā kaimahi ki te taha o ngā tamariki. Nā tēnā, he pai anō hoki te whakawhanaungatanga o ngā tamariki ki waenga i a rātou anō. Ka akiaki ngā kaimahi i ngā tamariki ki te whakatau haere i ngā take tautohetohe e pupū ake noa ai. Kua āta tūhono atu ngā tamariki tēina ki ngā kaiako. E noho ngākau pono ana rātou ki te whakaaro, ka whakatutukihia ō rātou ake matea ā-tinana, ā-whatumanawa hoki. Ka whai whakaaro nui ngā kaiako, ā, ka māhaki ā rātou taunekeneke ki ngā tamariki katoa. Kei te harikoa, kei te mauritau hoki ngā tamariki hei ākonga.
Ka āta whakamahere ngā kaiako i tētahi marautanga e aro atu ana ki ngā ngākau nuitanga me ngā matea e puāwai ana i ngā tamariki. Ka whakanui, ka whakamihi hoki rātou i te whānau me ō rātou wawata mō ā rātou tamariki. E mōhio ana te whānau, ko te whakapuakitanga o ō rātou whakaaro ki te hōtaka akoranga ka whai wāhi atu anō hoki ki te whakatinanatanga o ngā mahere. Ka aromātai ngā kaiako i te whai pānga o ngā whakataunga i te marautanga, ki ngā akoranga a ngā tamariki. Mā ngā kitenga e whakahaerehia ana i ngā wā katoa o ngā horopaki ako a ngā tamariki o ia rā, e whakapuaki ana i te āhua o tēnā e mōhiotia ana, e māramahia, e whakatutukihia ana hoki e ngā tamariki. Ka whakatakotohia aua kitenga e noho wātea ai hei tirohanga mā ngā whānau, ā, ka whakamōhiotia te ahu whakamua o ā rātou tamariki. Ka toro atu ngā kaiako ki te whānuitanga o ngā tūmomo whai wāhitanga whakawhanaketanga ngaio. Ko aua whai wāhitanga, kua hāpai i a rātou ki te tāutu i te āhua o te whai pānga o ngā mōhiotanga ngaio ki ā rātou whakaritenga. E whai wāhi nui ana ngā tamariki ki tētahi hōtaka i āta whakaritea ai, i āta whakahaerehia ai hoki.
E whakatinana haere ana te kaiwhakahaere o te whare kōhungahunga i tētahi hanganga ārahi, kia taea ai e ngā kaiako katoa ngā tūranga ārahi, ngā kawenga ārahi hoki te kawe atu. Ka kitea ki te rōpū tō rātou tino ū ki te tirohanga me ngā uara o te whare kōhungahunga. Nō nā tata tonu nei ētahi rerekētanga i pā ai ki ngā tūranga kaiako. Ahakoa taua āhuatanga, kua whakapuakihia e te rōpū kaiwhakahaere te ahurea e whakamana ana, e whakanui ana hoki i ngā tamariki. He pūnaha aromātai o roto tā rātou i āta whakatakotohia ai hei aro pū ki te arotake rautaki auau, me te arotake māhorahora. He aronga anō hoki ki te aroturuki i ngā āhuatanga matua o ngā whakahaeretanga me ngā whakaritenga, hei whakapai ake i ngā tino painga mō ngā tamariki. Ka taea e te rōpū te tāutu ngā kaupapa matua e whai pānga ana, hei whakatairanga ake i te waiora o ngā tamariki me tā rātou ako. Ka aro nui hoki ki te rōnakitanga o ngā whakaritenga, me te whakapakari ake i ngā āheinga me ngā pūmanawa o ngā kaiako.
Kei te kāwanatia te whare kōhungahunga e te komiti o te whānau, e te kaiwhakahaere o te whare kōhungahunga, ā, e ngā kaiako hoki. Ka kawe mārika rātou i te arotakenga o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, ngā take kaimahi, te whakamahere rautaki, me te aromātai o roto. E kawe ana te Tarahiti o Houhanga Rongo i ngā pūtea, ā, kāhore e tino māramahia ana ngā herenga a te tarahiti ki tua atu i taua āhuatanga. Nō te Tarahiti o Stewart te whare me te whenua o te whare kōhungahunga. Kāhore he kī taurangi hei tiaki i te whare kōhungahunga kia kore ai e kati. Hui ai te komiti o te whānau i ngā wā e rua, e toru rānei o ia tau. Ko te tikanga, ko rātou ngā kaitakawaenga o te whare kōhungahunga me ngā tarahiti. He ngoikore tēnei tūāhuatanga, nā te mea, kāhore anō kia āta tāutuhia ngā huarahi pūrongo hei whai atu. I tēnei wā kei te kaiwhakahaere o te whare kōhungahunga ngā mahi kāwana, ā, e whakahaere ana hoki ia i ngā mahi o ia rā ki te whare kōhungahunga mā te tautoko hoki o ngā kaimahi. Ko te nui o ngā mahi a te kaiwhakahaere o te whare kōhungahunga tētahi take.
Kua tae ki te wā ki te arotake i te kāwana o Te Whare Kōhungahunga o Awhi Whānau me tōna hononga ki ngā tarahiti o Houhanga Rongo me Stewart. Hei āta whakapūmau i te rōnaki tonutanga o te whare kōhungahunga ā mua, e taunaki ana Te Tari Arotake Mātauranga kia whakapakarihia e te komiti o te whānau tana tū kāwana, otirā, kia whai māramatanga hoki mō ō rātou tūranga me ā rātou kawenga mahi. Me whakatakoto i tētahi kī taurangi mō te noho ki ngā whare o tēnei wā, ā, me whakaae ngātahi e te tarahiti o Stewart, e te tarahiti o Houhanga Rongo, e te komiti hoki o te whānau. I tēnei wā, tē taea te rōnakitanga o Te Whare Kōhungahunga o Awhi Whānau te whakatūturu rawa.
E taunaki ana Te Tari Arotake Mātauranga kia:
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.
Charles Rolleston Toka ā-nuku
19 Poutūterangi, 2019
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Te tūwāhi |
Kei Tāmaki-makau-rau ki te tonga |
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Te tau a Te Tāhuhu o te Mātauranga |
25107 |
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Te tūmomo raihana |
He Ratonga Mātauranga me te Atawhai |
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Te ture raihana |
Ture Mātauranga (Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
30 ngā tamariki, kia tokowaru ki raro i te rua o ngā tau |
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Te tokomaha kei te rārangi ingoa |
27, tokorima kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 15 Tama 12 |
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Ngā hononga ā-iwi |
Māori Hāmoa Ētahi atu hononga ā-iwi |
20 4 3 |
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Ōrau o ngā kaiako e mau ana i ngā tohu mātauranga |
50-79% |
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Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki |
Ki raro i te rua tau |
1:3 |
He pai kē atu i ngā herenga tikanga |
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Ki runga ake i te rua tau |
1:5 |
E whakatutuki ana i ngā herenga tikanga |
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Te wā i te whare kōhungahunga te rōpū arotake |
Kohi-tātea 2019 |
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Te wā o tēnei pūrongo |
19 Poutūterangi, 2019 |
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Ngā pūrongo o mua ā Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga |
Whiringa-ā-rangi 2014 Whiringa-ā-rangi 2011 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Children have established meaningful relationships with their peers and adults. They are respectful and thoughtful in their approach to others.
ERO's findings that support this overall judgement are summarised below.
Awhi Whānau Early Childhood Centre is located in East Tāmaki, South Auckland. It is a purpose-built, community-based centre that offers a Māori bicultural, bilingual approach to education for children aged from six months to six years old. The centre philosophy reflects the blending of Christian spiritual values with inspirations from Reggio Emilia. The centre operates under the auspices of the Houhanga Rongo Trust who are the original custodians of the philosophy, values and vision that guides the practice and operations of the organisation. The core values of the centre of aroha, manaaki and āwhinatia are accorded to children as well as their whānau.
The centre is located in a community that is diverse in cultures. There are some whānau members who are from other communities but have chosen Awhi Whānau for a number of reasons. However, all agree that the quality of relationships and education are the key reasons they bring their children to this centre.
Children participate in an environment that is responsive to their learning needs. They are empowered to take responsibility for their own learning. There has been a deliberate focus on language development which is evident in the ways children are encouraged to think for themselves. Kaimahi ask questions that prompt children to predict and express possibilities. The older children are inquisitive and creative. They are able to provide detail related to what they are doing and share these with their peers and adults. Kaimahi are very calm and gentle with the children. In return they relate well to other children. Kaimahi encourage children to negotiate their way through potential disputes. The younger children have established positive relationships with the kaiako. They trust that their immediate physical and emotional needs will be met. Kaiako are thoughtful and sensitive in their interactions with all children. Children are happy and settled learners.
Kaiako purposefully plan a curriculum that responds to the emerging interests and needs of the children. They value and acknowledge whānau and the aspirations they have for their children. Whānau know that their contributions to the learning programme can influence planning. Kaiako evaluate the impact of curriculum decisions on children's learning. Ongoing observations of children in everyday learning situations builds a picture of what children know, understand and can do. These are recorded and made available to whānau who are informed of their children's progress. Kaiako access a range of professional development opportunities. These have supported them to identify how professional knowledge can impact on their practice. Children enjoy a programme that is well organised and managed.
The centre manager is working to implement a leadership structure where all kaiako are able to take on leadership role and responsibilities. The team demonstrates a strong commitment to the vision and values of the centre. There have been recent changes in kaiako. Despite this, the leadership team have established a culture in which children are valued and celebrated. They have a well-established internal evaluation system that gives attention to strategic, regular and spontaneous review. There is a focus on monitoring key aspects of operations and practice to improve positive outcomes for children. The team are able to identify contributing priorities to enhance children's well-being and learning. There is an emphasis on sustainability of practice and building capability and capacity in kaiako.
The whānau committee, the centre manager and kaiako are responsible for the governance of the centre. They take full responsibility for the review of health and safety policies and procedures, personnel matters, strategic planning and internal evaluation. The Houhanga Rongo Trust is responsible for finances and it is not clear what the Trust's obligations are to the centre beyond that. The Stewart Trust owns the building and the land in which the centre is located. There is no memorandum of understanding to protect the centre from potential risks of closure. The whānau committee meets two to three times a year. They ideally are meant to be the conduit between the centre and the trust. This situation is tenuous as reporting lines are not clearly defined. The governance role is currently the responsibility of the centre manager who also manages the day to day running of the centre with the support of the staff. The workload on the centre manager is also concern.
It is time to review the governance of the Awhi Whānau Early Childhood Centre and its relationship with the Houhanga Rongo Trust and Stewart Trust. In order to ensure the future of the centre is secure, ERO recommends that the whānau committee strengthens its position as governance including clarity around their roles and responsibilities. A memorandum of understanding regarding the occupancy of the current premises should be established and agreed on by the Stewart Trust, Houhanga Rongo Trust and the whānau committee. Currently, the future of Awhi Whānau Early Childhood Centre cannot be guaranteed.
ERO recommends:
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.
Charles Rolleston Toka ā-nuku
19 March 2019
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Location |
South Auckland |
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Ministry of Education profile number |
25107 |
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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 |
30 children, including up to 8 aged under 2 |
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Service roll |
27 children, including 5 aged under 2 |
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Gender composition |
Girls 15 Boys 12 |
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Ethnic composition |
Māori Samoan Other ethnic groups |
20 4 3 |
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Percentage of qualified teachers |
50-79% |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:5 |
Meets minimum requirements |
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Review team on site |
January 2019 |
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Date of this report |
19 March 2019 |
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Most recent ERO report(s) |
Education Review Education Review |
November 2014 November 2011 |
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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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
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Kāhore i te pai te tūnga |
Me whakawhanake ake |
He pai te tūnga |
He tino pai te tūnga |
He pai te tūnga o Te Pokapū o Awhi Whānau ki te whakanui i ngā putanga ako mō ngā tamariki.
Ko ngā whakaaturanga a te Tari Arotake Mātauranga, hei hāpai i tēnei whakataunga, i whakatakotohia ai ki raro iho nei.
Ko Awhi Whānau tētahi pokapū mātauranga kōhungahunga e tū ana ki Ōtara, ki Tāmaki-makau-rau ki te Tonga. Ka whakarato te pokapū i te ratonga mō te rā katoa, ā, he raihana mō ngā tamariki 30, tae atu ki ngā tamariki tokorima ki raro i te rua o ngā tau. Ka whakamana te whakahaeretanga o te pokapū i te tū o te Māori hei tangata whenua, ā, ka tuituia te reo me ngā tikanga Māori puta noa i te hōtaka mātauranga. Ka whakarato te pokapū i te aronga kākano rua, reo rua hoki i roto i ngā akoranga, ā, ka arahina e ngā whakapono me ngā uaratanga Karaitiana. He wāteatea, he hihiri hoki ngā taiao o waho, o roto hoki, ā, ka kitea hoki te whai pānga mai o te ahurea ki ngā wāhi ako, wāhi tākaro mārie, hiranga hoki. Ka ahu mai te nuinga o ngā tamariki i Ōtara me tōna takiwā whānui.
Ko tā te pokapū tirohanga, ko ‘te hāpai me te whakamana i ia tamaiti kia eke ai ki tōna ake tino pūmanawa i takohatia ai e te Atua’. Kei te rōpū whakaako ngā kaimahi tokorua kua rēhita katoatia, me tētahi kaiako tiwhikete whaiaro. E whakapono ana ngā kaiako me ngā kaiwhakahaere, me whakakoia, me whakamana hoki rātou i ngā tamariki me ō rātou tuakiri ahurea mā te tūturutanga anō hoki o ngā wheako me ngā hononga.
Kei roto i te komiti whakahaere, ko ētahi mātua, he kaimahi, me ētahi tangata o te hapori. E kawe ana taua komiti i ngā take kāwanatanga e whai pānga ana ki te whakahaeretanga whānui o te pokapū. Ka whakahaerehia te pokapū e tētahi rōpū whakawhanake hapori e kīia nei ko te Tarahiti o Houhanga Rongo. Nō te tarahiti te whare o Awhi Whānau, ā, ko rātou te kaiwhakahaere matua o te pokapū.
I roto i ngā tau kua pahure ake nei, he pai ngā pūrongo a te Tari Arotake Mātauranga Māori mō te pokapū nei. Mai i te arotake o mua, i te tau 2011, kua whakatinanahia e ngā kaiwhakahaere me ngā kaimahi o te pokapū ngā rautaki me ngā tukanga ka whakatairanga i ngā hononga o ngā tamariki, te whakawhanake ake i te reo Māori, me te whakakaha ake i te whai wāhi atu ki ngā whānau.
He pārekareka ki ngā tamariki te hōhonutanga, te whānuitanga anō hoki o te marautanga e hāngai ana ki Te Whāriki me ngā tikanga whakaaro o Reggio Emilia. Nā tēnei, ka whai pānga ngā aronga whakaako, ngā aronga ako, me te taiao ki ngā āhuatanga o aua tikanga whakaaro, me aua uaratanga. Ka whakarato ngā kaiako he wāhi tākaro me ngā wāhi mahi mō ngā tamariki kia noho hihiri ai. Ka āta whiriwhiri e rātou ngā rauemi hei poipoi i ngā tamariki katoa. Kua waihangatia te hōtaka hei whakaongaonga i te ngākau nui ki te ako, hei whakarato hoki i te maha o ngā whai wāhitanga mō ngā tamariki ki te tupu hei ākonga pakari, hei ākonga māia. Ka kōkiri ngā tamariki i ā rātou ake whiringa, ā, he pakari hoki tā rātou whai wāhi atu ki te tākaro ngātahi.
Ka noho pūmau ngā kaiako, ngā kaiwhakahaere, me ngā mātua ki te mātauranga kaupapa Māori me te waiora o te katoa o ia tamaiti. E pou here ana te reo me ngā tikanga Māori i ngā āhuatanga katoa o ngā akoranga a ngā tamariki. He mātau te whai wāhi atu a ngā kaiako ki ngā tamariki i a rātou e tākaro ana. Ka kitea tō rātou tino whakaute mō ngā whakaaro o ngā tamariki. Ko ngā whakaaturanga me ngā tuhinga, tae atu hoki ki ngā mōhiohio aromatawai o te kounga kairangi e noho watea ana ki ngā mātua, ā, e āta whakaatu ana i te āhua o te whanake haere o te ako i roto i te roanga o te wā. Kua tuituia ngā whai wāhitanga mō te ako i ngā pūkenga reo matatini me te pāngarau ki ngā āhuatanga maha puta noa i te hōtaka. He pakari te whai wāhi atu o ngā tamariki ki ngā āhuatanga katoa o te hōtaka, ā, he pārekareka ki a rātou ngā whai wāhitanga ki te noho ngātahi ki te waiata, te tākaro, te ako, me te mahi.
I ngā wā katoa, ka tino whakamanatia, ka tino whakakoia hoki te tuakiri ahurea o ngā tamariki. Ko tā te pokapū aronga, ko te whakakotahi me te whakaiti noa i ngā tūmomo āhuatanga e aukati ana i te huarahi mō ngā tamariki takitahi, takirōpū anō hoki ki te ako. Whakamihia ai, whakanuia ai hoki e ngā kaiako me ngā kaiwhakahaere ngā whakatutukitanga o ngā tamariki me ngā mātua i ia te wā.
Ko te arotake whaiaro e whakahāngai ana i te titiro o te whānau ki te whakapai tonutanga. Ka āta tiro anō ki ā rātou ake mahi hei whakapai ake i ngā putanga mō ngā tamariki me ō rātou whānau hoki. He nahanaha te arotake whaiaro, ka whai pūtake anō hoki, ā, ka whakamahia hei whakatutuki i ngā kaupapa matua o roto, hei aroturuki anō hoki i ngā whāinga rautaki. Ko ngā whakataunga e pā ana ki te ako ngaio me te whakawhanaketanga i whakahāngaitia ai ki ngā whāinga o te pokapū me ngā painga mō ngā tamariki. Ka whai pānga nui te arotake whaiaro ki te ako a ngā tamariki me tō rātou whakawhanaketanga.
Ka mahi ngātahi ai ngā kaiako me ngā kaiwhakahaere mā ngā huarahi māhorahora, me te mea hoki he tino pakari ngā mahi o tēnei rōpū. Ka tohatoha haere rātou i te ārahitanga o ngā kaupapa kōkiritanga ki waenga i a rātou, ā, ka whakamahi rātou i ō rātou ake pūmanawa hei whakatairanga, hei whakatutuki anō hoki i te tirohanga o te pokapū. Ko te arohaehae i te āhua o te mahi e whai pānga ana ki ngā whakapaitanga, ā, ka whakatutukihia tēnei mahi mā ngā huarahi ngaio e tika ana. Ka whai hua ngā tamariki nā te ngākau nui me te aronga pūmau o ngā kaiako me ngā kaiwhakahaere.
E whakaae ana te Tari Arotake Mātauranga Māori, ngā kaiako me ngā kaiwhakahaere kia whakawhanake tonu rātou i te ārahitanga me te tū pakari i roto i te rōpū whakaako.
I te wā o te arotake, ka tirohia e te Tari Arotake Mātauranga Māori ngā pūnaha a te ratonga mō te whakahaere i ngā wāhanga e whai ake nei, i runga i te whai pānga nui o aua wāhanga ki te waiora o ngā tamariki:
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.
Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri o Te Pokapū o Awhi Whānau, i roto i nga tau e toru.
Lynda Pura-Watson
Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake
Māori (Te Uepū ā-Motu)
21 Whiringa-ā-Rangi 2014
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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.
Awhi Whānau is an early childhood centre located in Otara, South Auckland. The centre offers a full day service and is licensed for 30 children including 5 under two years old. Centre management recognises Māori as tangata whenua and incorporates te reo and tikanga Māori throughout the educational programme. The centre provides a bi-cultural and bi-lingual approach to learning and is guided by Christian beliefs and values. The outdoor and indoor environments are spacious and vibrant and reflect cultural influences with peaceful, inspiring learning and play areas. Children are predominantly from Otara and the local area.
The centre vision is ‘to enable and empower every child to reach their God-given potential.’ The teaching team includes 2 fully registered staff members and 1 provisionally registered teacher. Teachers and managers believe they must affirm and empower children in their own cultural identity through authentic experiences and relationships.
The management committee includes parents, staff and people from the community. This committee is responsible for governance matters that affect the overall operations of the centre. The centre is overseen by a local community development organisation, Houhanga Rongo Trust (Trust). The Trust owns the Awhi Whānau building and is the parent body for the centre.
The centre has a history of positive ERO reports. Since the previous review in 2011, the centre management and staff have implemented strategies and procedures to promote children’s relationships, further develop te reo Māori and engage more with whānau.
Children enjoy a rich, broad curriculum based on Te Whāriki and the philosophies of Reggio Emilia. Consequently, teaching and learning approaches and the environment reflect aspects of these philosophies and values. Teachers provide inviting play and work areas for children. They purposefully select resources to cater for all children. The programme is designed to stimulate a love of learning and provide many opportunities for children to grow as capable and confident learners. Children make independent choices and confidently engage in cooperative play.
Teachers, managers and parents are committed to kaupapa Māori education and the holistic wellbeing of children. Te reo and tikanga Māori underpin all aspects of children’s learning. Teachers skilfully engage with children as they play. They demonstrate a genuine respect for children’s thoughts and ideas. Displays and records including high quality assessment information are accessible to parents and clearly show how learning develops over time. Opportunities to learn literacy and mathematics skills are included in many ways across the programme. Children are confident participants in all aspects of the programme and enjoy opportunities to sing, play, learn and work together.
Children’s cultural identity is consistently and continually valued and affirmed. The centre’s approach is to be inclusive and to minimise potential barriers to learning for individuals and groups. Teachers and managers regularly acknowledge and celebrate the achievements of children and parents.
Self review focuses whānau on ongoing improvement. They reflect on their own practice to improve outcomes for children and their whānau. Self review is systematic and purposeful and is used to respond internal priorities and monitor strategic goals. Decisions about professional learning and development are aligned to centre goals and benefits for children. Self review has a positive impact on children’s learning and development.
Teachers and managers work together in open, collaborative ways and are a high performing team. They share the leadership of initiatives among themselves and use their strengths to promote and fulfil the vision of the centre. Performance appraisal contributes to improvement and is completed in a professional, responsible manner. Children benefit from the committed and dedicated approach of teachers and managers.
ERO, the teachers and management agree they should continue to develop leadership and confidence within the teaching team.
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 next ERO review of Awhi Whānau Early Childhood Centre will be in three years.
Lynda Pura-Watson
National Manager Review Services Te Uepū ā-Motu
21 November 2014
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Location |
Otara, South Auckland |
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Ministry of Education profile number |
25107 |
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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 |
30 children, including up to 5 aged under 2 |
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Service roll |
29 children including up to 2 aged under 2 |
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Gender composition |
Girls 19 Boys 10 |
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Ethnic composition |
Māori Samoan Tongan Niue Indonesian |
23 1 3 1 1 |
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Percentage of qualified teachers |
50-79% |
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Reported ratios of staff to children |
Under 2 |
1:2 |
Meets minimum requirements |
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Over 2 |
1:5 |
Meets minimum requirements |
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Review team on site |
August 2014 |
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Date of this report |
21 November 2014 |
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Most recent ERO report(s) |
Education Review |
November 2011 |
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.