Raroera te Puawai Early Learning Centre - 10/12/2014

1 Te Puna Whakatupu o Raroera Te Puawai Te Aromātai i

He pēwhea tā ngā tamariki whakatinana i te poipoitanga me te akiakitanga o tō rātou māia me tō rātou tuakiritanga?

He tauira māia ngā tamariki, ā, e akiakitia ana, e poipoitia ana ō rātou motuhaketanga, ō rātou tuakiritanga.

Ko ngā whakaaturanga a te Tari Arotake Mātauranga, hei hāpai i tēnei whakataunga, i whakatakotohia ai ki raro iho nei.

He Whakamārama

Te ArohaTe WhakaponoNgā TureKōtahitanga

Ko tā Te Wānanga o Aotearoa (TWOA) he whakarato i ngā āhuatanga kāwanatanga me ngā whakahaere, hei tautoko i Ngā Puna Wānanga i a rātou e mahi ana i te tukanga whakatūturu kounga. Mai i ngā kawa, ki ngā tikanga, tatū atu ki ngā whakahaere e arahi ana rātou i te whakatairangatanga o ngā hua ako ki ngā tamariki katoa. Ko te rautaki whakamua me ngā mātāpono o TWoA he whakaratotanga e māro ai te tuāpapa mō ngā mātāpono me ngā whakahaere a ngā puna whakatupu. He hua e puta mai ana i ngā panonitanga a TWoA e haere ana i tēnei wā, ā, kei te pā ēnei ki ngā puna whakatupu. Hei āpiti atu ko te panonitanga o ngā kanohi o ngā puna hei puna whakatupu.

E tū ana Te Puna Whakatupu o Raroera Te Puawai ki te pākaiahi o Raroera, ki Te Rapa, kei Kirikiriroa. Ko Raroera Te Kakano te puna tuatahi i whakatūria e Te Wānanga o Aotearoa. I te tau 2003 i huakina ai a Raroera Te Puawai hei whakakapi i a Te Kākano. Ko te tikanga o Te Puawai, he puāwai. Ko te wawata nui o ngā kaimahi mō ngā tamariki o te puna whakatupu kia whakatinanahia ai e rātou ō rātou pitomata katoa hei ākonga.

Ko te nuinga o ngā whānau o ngā tamariki e ako ana ki te puna whakatupu, he tauira he kaimahi rānei nā Te Wānanga o Aotearoa, tatū atu ki ērā nō te hāpori. He maha ngā pānuitanga me ngā kōrerotanga ki te whānau mō ngā panonitanga ka pā ki ā rātou tamariki. He mea whai mana a rātou tākoha ki te hōtaka. He manaakitanga, he whakapono te whanaungatanga i waenganui i ngā kaimahi me te whānau.

E arahi ana te kaiwhakahaere i ngā whakatikatanga mā roto mai i te whakatauira, i te mahi tahi me te ū ki te tiaki me te ako i ngā tamariki. He wairua atawhai e pūpū ana i ngā kaimahi, ā, he pai te māheretanga me ngā whakaritenga mō te whakakitenga me ngā whāinga. E akiaki ana te rangatiratanga i ngā kaimahi kia whai whakaaro ki te tapu o ngā whakatikatika e haere ake ana.

Kei te tino aro ki ngā tikanga me te kawa a Tainui. E ū tonu nei te reo Māori me ngā tikanga Māori i te kaha o te kuia mōrehu ki te manaaki. He māro te ū ki te whakapakari i ngā kaimahi ki te kōrero i te reo Māori.

Ko tēnei arotake tētehi o ngā kāhui puna e rima i whakatūria e Te Wānanga o Aotearoa.

Ngā Kitenga o te Arotake

E tomo ana ngā tamariki ki te ako. He pai te whakahaeretanga me te whakaritenga o te hōtaka e ngā kaimahi. He whai mana te whanaungatanga i waenganui i ngā kaimahi me ngā tamariki. Ka mau tonu rātou ki te reo paki hei tākirikiri i ngā hinengaro o ngā tamariki. E kitea ana ngā tamariki hei ākonga māia.

He maha ngā wā kei te arataki ngā tamariki i a rātou anō ki te ako. He āhuatanga tēnei e wātea ai rātou ki te tomo ki ngā akoranga mō te wā roa. Ka whai wāhi atu ngā kaimahi ki ngā mahi motuhake a ngā tamariki mehemea, i te wā rānei e hiahitia ana rātou. He hononga ō ngā tamariki ki ō rātou akoranga.

E whai wāhi atu ana ngā tamariki ki ngā āhuatanga o te rangatira e hōrapa ana i te hōtaka ako. He mārire te whakanuiatanga o ngā tamariki e ngā kaimahi. E akiakitia ana te māiatanga me te mana o ngā tamariki.

Kei te ako ngā pīpī paopao ki te taha o ngā tuākana. He wāhi kua rāhuitia kia wātea te manaakitanga o o rātou hiahia. He rawe ki a rātou te whakatōmene i te puna i ngā wā e rata ana ki a rātou, i roto hoki i te wā. E koa ana ngā pīpī paopao ki roto i te ahurea huri kore, otirā, tō rātou ake ahurea.

E māro ana ngā māhere ako mā ngā tamariki kōpīpī. He mea whakarite ngā māhere nei i runga i te mahi ngātahi a ngā kaimahi, a te whānau me ngā āpiha o waho atu. He tika, he hāngai te tautokotanga o ngā tamariki e whakaratohia ana e ngā kaimahi. He pai te tuituitanga o ngā tamariki kōpīpī ki roto i te hōtaka ako.

Kua māheretia, ā, e haere tonu ana ngā arotake whaiaro i ngā mea whakahirahira kua whiriwhiria. E āwhinatia ana te panonitanga o ngā tikanga me ngā whakatinanatanga. E hāngai ana te arotake whaiaro ki Ngā Arohaehae Whai Hua. E haere ana ngā arotake mō ngā hua o ngā panonitanga puta noa i ngā whakahaeretanga a te puna. He kōrero pai ēnei hei tautoko i ngā whakatau a te whānau.

E whai wāhi ana ngā tukanga whakahaere mahinga ki te whakatutukitanga a te puna i te whakakitenga me ngā whāinga. Mārakerake te kite i ngā whāinga a ngā kaimahi hei mātanga, hei tangata noa nei hoki. He whai hua ngā kōrero nō muri, me ngā kōrero mō mua. Kei te whakatōkia tētehi pūnaha hou e hāngai ana ki ngā puna a te tau 2015.

Ngā mahi matua ka whai ake

  • Whakaarotia ētehi huarahi kē atu ki te whakawhiti i te puna hei puna whakatupu. Me mātua mōhio te whānau mō ngā panonitanga o te wā
  • Kia māheretia e te whānau me ngā kaimahi ētehi huarahi e nui ake ai te mātauranga Māori puta noa i te hōtaka, tae atu ki te kōrerotanga o te reo Māori
  • Kia whakawhanake kē atu ngā mahi arotake. I tēnei wā e hopukina ana ngā āhuatanga i toko ake. Me whakaaro ngā kaimahi ki te whakaniko i te hōtaka mā te arotake e ai ki ngā whāinga kua māheretia
  • Kia arotakengia te tukanga o tēnei wā mā ngā kaimahi, te hōtaka ako me te pānga ki ngā hiahia mō ngā pīpī paopao.

Te Whakatau a ngā Kaiwhakahaere ki ngā Wāhanga Tautukunga

I mua o te arotake, i whakakīia e ngā kaimahi me ngā kaiwhakahaere o Te Puna Whakatupu o Raroera Te Puawai i tētehi Tauāki Kupu Tūturu a te Pokapū me tētehi Rārangi Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou, i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

  • te marautanga
  • ngā whare me ngā rawa
  • ngā whakaritenga e pā ana ki te hauora me te haumaru
  • te kāwanatanga, te whakahaeretanga, me te whakahaere tari.

I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:

  • te haumaru whatumanawa (tāpiri atu ko te ārahi tika me te ārai tamariki)
  • te haumaru ā-tinana (tāpiri atu ko te mātakitaki tamariki; ko ngā whakaritenga whakamoe; ko ngā aituā me te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tukanga haerenga whakawaho)
  • te whakarite tika i ngā kaimahi (tāpiri atu ko ngā taumata o ngā tohu mātauranga; ngā mahi arowhai a ngā pirihimana; te rehita i ngā kaiako; me ngā tatauranga ki waenga i ngā tamariki me ngā kaimahi)
  • ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

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.

Hei ā hea te Tari Arotake Mātauranga arotake anō ai i te ratonga?

Ka hoki atu pea Te Tari Arotake Mātauranga ki Te Puna Whakatupu o Raroera i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

10 Hakihea 2014

2 He Kōrero noa mō ngā Puna

Te Aromātai a Te Tari Arotake Mātauranga

Ko te pātai matua a Te Tari Arotake mō ngā arotake koia ko tēnei ‘He pēwhea te tau o Te Puna ki te whakatairanga i ngā hua ako e tika ana mā ngā tamariki?’ Ka anga Te Tari Arotake ki ngā pou kua whakamāramatia kei raro ake nei, arā, Ngā Pou Here:

  • Pou Whakahaere– Te āhua o tā te puna whiriwhiri i te whakakitenga, i ngā mātāpono e nui ai ngā hua ki ngā tamariki
  • Pou Ārahi– Te āhua o ngā whakatinanatanga o te rangatira e nui ai ngā hua ki ngā tamariki
  • Mātauranga– Nō wai te mātauranga e whakamanahia ana, ā, he pēwhea te waihangatanga o te hōtaka e nui ai ngā hua ki ngā tamariki
  • Tikanga Whakaako – Te āhua o ngā rautaki whakaako, ako hoki e manaakitia ai ngā hau e whā me te tautoko anō i te nui o ngā hua ki ngā tamariki

I roto i ēnei āhuatanga ka whiriwhiri Te Tari Arotake Mātauranga te tika o te arotake – ko te arotake whaiaro me te whanaungatanga – ko te mahi ngātahi ki ngā mātua me te whānau.

Ka arotake Te Tari Arotake kia kitea he pēwhea te tau o te puna ki te pupuri ki ngā tikanga whakaako pai me te whakawhanake tonu hei painga mō ngā tamariki o te puna.

Ko tētehi anga a te kāwanatanga kia whai wāhi atu ngā tamariki, inā rā ngā ākonga kōpīpī, ki ngā hua o tētehi puna kounga nei. Ka whakaputa pūronga Te Tari Arotake ki te kite i te āhua o tā te puna whakatairanga i ngā hua pai mā ngā tamariki katoa, e aro nei ki ngā tamariki Māori, nō te Moana-nui-ā-kiwa, ngā mea rite kore, ā, kei te takiwā o te rua tau te pakeke.

Ki te hiahiatia he kōrero kē atu mō ngā anga me Ngā Pou Here tēnā tirohia tā Te Tari Arotake Mātauranga whakakaupapa i ngā arotake mō ngā puna.

Tā Te Tari Arotake Whakatau me te Arotake e Whai mai ana

Kei te āhua o tā te puna whakatairanga i ngā hua nui mā ngā tamariki te tikanga he pēwhea tā Te Tari Arotake whakatau i ngā kitenga me te wā e hoki atu anō ai. Ko ngā wāhanga e mea ana:

  • He pai te tūnga - Ka hoki atu Te Tari Arotake i roto i te toru tau

Kua oti i Te Tari Arotake ngā paearu o ngā wāhanga nei te whakawhanake. E wātea ana ēnei ki te pae tukutuku a Te Tari Arotake Mātauranga.

He Korowai Arotake

E hāngai ana ngā arotake a Te Tari Arotake ki te horopaki o ngā puna, ki te tū a ngā puna, hui katoa ana i raro i te anga o te arotake. Ko te whāinga kia whakaratohia he kōrero e pā ana ki te māra e hura ana i ngā tini hua ki ngā tamariki, ki te puna hoki.

1 Evaluation of Te Puna Whakatupu o Raroera Te Puawai

How well do children demonstrate that their confidence and identity is being nurtured and promoted?

Children are confident learners whose individuality and identity is encouraged and nurtured.

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

Background

Te Aroha

Te Whakapono

Ngā Ture

Kōtahitanga

Te Wānanga o Aotearoa (TWoA) provides governance and management support to Ngā Puna Whakatupu through their quality assurance processes. These include policies, procedures and practice guidance that promote positive learning outcomes for all children. The strategic vision and values of TWoA provide a solid foundation for the philosophy and practice of the puna whakatupu. TWoA is currently undergoing change which has had a positive and direct impact on the puna whakatupu. This has included the rebranding of centres from early learning centres to puna whakatupu.

Te Puna Whakatupu o Raroera Te Puawai is based at Raroera Campus in Te Rapa Hamilton. Raroera Te Kakano was the first early learning centre established by Te Wānanga o Aotearoa. In 2003 Raroera Te Puawai was opened and replaced Te Kakano. Te Puawai means to blossom. It is an aspiration of kaimahi that the children who attend the puna whakatupu will reach their fullest potential as learners.

The whānau of children who attend the puna whakatupu are predominantly students and staff of Te Wānanga o Aotearoa as well as the local community. Whānau are well informed and consulted about any changes that affect their children. Their input in to aspects of the curriculum is highly valued. Kaimahi have open, trusting relationships with whānau.

The centre manager leads improvement through modelling, collaboration and commitment to the care and education of children. Positive energy is generated by kaimahi and the vision and goals are well planned and organised. Leadership encourages a high level of reflection by all kaimahi to ensure ongoing improvements are a priority.

There is a strong focus on Tainui tikanga and kawa. The presence of a long serving kuia ensures that te reo Māori and tikanga Māori is maintained. There is a strong commitment to increasing the capacity of kaimahi to speak te reo Māori.

This review was part of a cluster of five early learning centres established by Te Wānanga o Aotearoa.

The Review Findings

Children are engaged in learning. The programme is well managed and organised by kaimahi. Kaimahi interactions with children are meaningful. They hold sustained conversations to extend and challenge children’s thinking. Children are viewed as confident learners.

Children often initiate and direct their own learning. This provides opportunities for them to be engaged in learning for sustained periods of time. Kaimahi become involved in children’s self-initiated activities when and if required. Children are connected to their learning.

Children are provided opportunities to participate in leaderships roles across aspects of the learning programme. Kaimahi affirm children’s successes in positive ways. Children’s confidence and mana is enhanced.

Babies learn with and alongside the older children. They have a space specifically organised to cater for their interests. They enjoy the freedom to explore the centre in their own time and at their own pace. Babies appear happy in their predictable and familiar learning environment.

Individual education plans are in place for children with special needs. These plans are developed in collaboration with kaimahi, whānau and external services. The support provided by kaimahi to these children is relevant and appropriate. Children with special needs are integrated successfully in to the learning programme.

Self review is planned, ongoing and responds to identified priorities. It informs changes to policies procedures and practices. Self review is based on Nga Arohaehae Whai Hua. There is ongoing review of the effectiveness of change across most aspects of centre operations. This provides good information to support whānau decision making.

Performance review processes contribute to the service achieving its vision and goals. Kaimahi professional and personal goals are clearly articulated. Feedback and feed forward is purposeful. A new system more aligned to the early learning centres is being implemented in 2015.

Key Next Steps

  • Consider alternative ways to successfully transition the centre from an early learning centre to a puna whakatupu. Whānau should be informed of the change in status
  • Whānau and kaimahi plan ways to increase mātauranga Māori throughout the curriculum including the use of te reo Māori
  • Programme evaluation requires further development. Records currently describe what happened. Kaimahi should consider evaluating against planned goals with a view to programme improvement
  • Kaimahi to review the current process for staffing the learning programme and the impact on the learning needs of babies.

Management Assurance on Legal Requirements

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:

  • 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 Review

When is ERO likely to review the immersion centre again?

The next ERO review of Te Puna Whakatupu o Raroera Te Puawai will be in three years

Lynda Pura-Watson

National Manager Review Services Māori (Te Uepū-ā-Motu)

10 December 2014

2 Information about the Immersion Early Childhood Service

Location

Hamilton

Ministry of Education profile number

30220

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 17 aged under 2 years old

Service roll

55

Gender composition

Girls 24

Boys 31

Ethnic composition

Māori

NZ European/Pakeha

Cook Island

Samoan

Tongan

Niuean

South African

Zimbabwean

American

55

4

3

3

1

1

1

1

1

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1: 4

Better than minimum requirements

 

Over 2

1: 7

Better than minimum requirements

Review team on site

30 October 2014

Date of this report

10 December 2014

Most recent ERO report(s)

Supplementary Review

Education Review

Education Review

December 2011

July 2010

July 2006

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:

Well placed – The next ERO review in three years

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.