Raroera te Puawai Early Learning Centre - 30/01/2018

1 Te Aromātai i Te Puna Whakatupu o Raroera Te Puāwai   

He pēhea te tūnga o Te Puna Whakatupu o Raroera Te Puāwai 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 tō rātou māramatanga ki te whanaungatanga? 

E āta whakatinana ana ngā tamariki i tō rātou tino māramatanga ki te whanaungatanga mā te āhua o tō rātou whai whakaaro nui ki ētahi atu, me tō rātou manaaki, ā rātou taunekeneke anō hoki 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 Te Puna Whakatupu o Raroera Te Puāwai ki Te Rapa, i Kirikiriroa. Kei te papa akoranga o Raroera tēnei o ngā puna o Te Wānanga o Aotearoa. Ko ngā whānau o ngā tamariki o te puna, he ākonga, he kaimahi rānei o Te Wānanga o Aotearoa. E rima ngā puna whakatupu o Te Wānanga o Aotearoa e tū ana ki te Ika-a-Māui. E whakahaerehia ana ngā puna katoa mā ngā uaratanga me ngā mātāpono o Te Wānanga o Aotearoa. I te wā o te arotake o mua, kua tīmata noa te puna ki te whakawhiti atu i ngā tikanga whakaaro, ngā ariā, me ngā whakaritenga o te mātauranga kōhungahunga, ki ērā e whai pānga matua ana ki te mātauranga Māori. Nā tēnei, he nui hoki ngā kaimahi i whakawhanake haere i ō rātou whakaaro. Ko te whai wāhi atu a te puna whakatupu ki tētahi kaupapa rangahau a Te Whare Wānanga o te Upoko o te Ika-a-Māui, i āta whakanikoniko ake i te tirohanga arohaehae a ngā kaimahi ki ā rātou mahi. Kua whai pānga anō hoki tēnei ki te whai huatanga o te aromātai o roto e whakatutukihia ana puta noa i te puna.

Koia nei tētahi o ngā arotake i whakatutukihia ai ki ngā puna whakatupu e rima o Te Wānanga o Aotearoa.

Ngā Whakaaturanga o te Arotake

E ako ana ngā tamariki ki tētahi taiao e mau nei i ngā hononga whai pūtaketanga e whakaaweawe ana i ngā akoranga katoa. Ka whakatauira ngā kaimahi i te aroha, te tiaki, me te manaaki i roto i ā rātou taunekeneke katoa ki ngā tamariki. He aroha, he manaakitanga anō hoki tō ngā taunekeneke a ngā tuākana ki ngā tēina. Ka whai wāhi nui rātou ki te whakawhitiwhiti whakaaro ki waenga i a rātou anō. He pai tā rātou mahi ngātahi i ngā wheako akoranga. Ka tuitui ngā kaimahi i te mātauranga Māori ki ngā akoranga a ngā tamariki, hei whakawhānui ake i ō rātou whakaaro. He maha ngā huarahi ka whāia hei poipoi i ngā tamariki e mau ana i ngā matea matatini. Ka mahi ngā kaimahi ki te taha o te whānau me ngā ratonga o waho, ki te whakamahere i ngā hōtaka e whai pānga ana, e tika ana hoki mō ngā tamariki e mau ana i ngā matea matatini. E tupu ana ngā tamariki hei ākonga mātau.

E tino whai hua ana ngā whakahaeretanga me ngā pūnaha o te puna, me te whakatinanatanga anō hoki o aua tūāhuatanga. Ka mahi ngātahi te kaiwhakahaere o te puna whakatupu, ngā kaiārahi o te marautanga, me ngā kaimahi ki te āta whakarite i te whakatinanatanga o ngā pūnaha katoa e pā ana ki te kāwana. Kei te kaiwhakahaere o te puna whakatupu te kawenga ki te whakapakari ake i te āheinga o ngā kaimahi ki te ārahi, me te hāpai anō hoki i te haere tonutanga o te whanaketanga ngaio. Ka tuitui ngā kaimahi i te mātauranga Māori, ā, e hāpai ana tēnei i ngā tirohanga me te tikanga whakaaro o te puna whakatupu. E mōhio ana te whānau kei te whakarato ngā kaimahi i te tino atawhai me te tino mātauranga ki ā rātou tamariki. Kua āta whakaritea ngā tukanga pakari e pā ana ki te aromātai o roto. Ka whai wāhi te whānau, ngā kaiārahi o te puna whakatupu, me ngā kaimahi ki te tukanga arotake. He tino aronga ki te whakapai ake i te whakaako me te ako. Ko te ako, te waiora, me te toi whenuatanga anō hoki o ngā tamariki, te aronga o ngā whakahaeretanga ki te puna whakatupu.

E whakamahi ana ngā kaimahi i ngā tukanga e whai hua ana ki te aromatawai i ngā tamariki, me te whakamahere, te aromātai hoki i te hōtaka akoranga. Ka whai wāhi anō hoki te whānau ki taua tukanga. Ka tohu ngā aromatawai i te ako e kōkirihia ana e ngā tamariki. E ahu mai ana ngā mahere i ngā ngākau nuitanga o ngā tamariki me te mātauranga Māori. Ko ngā whakaaro huritao e ārahi ana i te aromātai hōtaka a ngā kaimahi. E whiwhi ana ngā tamariki i ngā painga ka ahu mai i ngā mahi whakamahere e arotahi ai i ia te wā ki te whakapai ake i te kounga o te taiao ako.

E hāpai ana Te Wānanga o Aotearoa i te taha kāwana o ngā puna whakatupu. E arahina ana ngā puna katoa ki te tirohanga me ngā uara o Te Wānanga o Aotearoa. E mahi ana te kaiwhakahaere whakaritenga ki waenga i Te Wānanga o Aotearoa me te puna whakatupu. Ko te whakamahere rautaki whānui, te rautaki whakawhitiwhiti, me te arotake o roto e whakawhanakehia ai mā te whakawhiti whakaaro ki ngā kaiwhakahaere me ngā kaiārahi o ngā rōpū o te puna. Kei te pūtake o ngā whāinga rautaki me te arotake o roto, ko te whakatairanga i te mātauranga kōhungahunga, te noho matua o te mātauranga Māori, me te whakapuakitanga rōnaki o te mātauranga kōhungahunga o te kounga kairangi. He pakari ngā arotake o roto o ngā pūnaha, ā, ka whai pānga hoki ēnei ki te āhua o ngā whakapaitanga. Ka aroturuki te kaiwhakahaere o te puna i te ahu whakamua o ngā wāhanga hei whakapai ake. Ka pūrongotia aua wāhanga ki ngā hui ā-motu o ngā kaiārahi. E whiwhi ana ngā tamariki i ngā hua o tētahi pūnaha kāwana, whakahaere hoki e arotahi ana ki tā rātou mātauranga me tō rātou waiora.

Ngā Whakaritenga Matua ka Whai Ake

Kia kōkiri whakamua tonu te whakahaeretanga, te kāwana, ngā kaiārahi matua, me ngā kaimahi i tā rātou whai i te kounga o te mātauranga e pou herea ana ki te mātauranga Māori, hei painga mō ngā tamariki. 

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. Kua whakatutukihia ngā herenga ā-ture katoa.

Te aromātai ka whai ake

Hei ā hea Te Tari Arotake Mātauranga aromātai anō ai i te whare kōhungahunga rumaki reo Māori?

Ka aromātai anō Te Tari Arotake Mātauranga i Te Puna Whakatupu o Raroera Te Puāwai i roto i ngā tau e whā.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

30 Kohitātea, 2018 

2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga 

Te tūwāhi

Kei Kirikiriroa

Te tau a te Tāhuhu o te Mātauranga

30220

Te tūmomo raihana

He Ratonga Mātauranga me te Atawhai

Te ture raihana

Ture Mātauranga (Kōhungahunga) 2008

Te tokomaha mō te raihana

50 ngā tamariki, kia 17 ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

57, tekau ngā tamariki kei raro i te rua o ngā tau 

Te ira tangata

Kōtiro 27

Tama 30

Ngā hononga ā-iwi

Māori

Pākehā 

Hāmoa

Amerika 

51

4

1

1

Ōrau o ngā kaiako e mau ana i ngā tohu mātauranga

80%

Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki

Ki raro i te rua tau

1:4

He pai kē atu i ngā herenga tikanga

Ki runga i te rua tau

1:6

He pai kē atu i ngā herenga tikanga

Te wā i te whare kōhungahunga te rōpū arotake

Hakihea 2017

Te wā o tēnei pūrongo

30 Kohitātea, 2018

Ngā pūrongo o mua a Te Tari Arotake Mātauranga 

Arotake Mātauranga

Arotake Tāpiri 

Arotake Mātauranga

Whiringa-ā-nuku 2014

Hakihea 2011

Hōngongoi 2010 

1 Evaluation of Te Puna Whakatupu o Raroera Te Puāwai

How well placed is Te Puna Whakatupu o Raroera Te Puāwai to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

How well do children demonstrate their understanding of whanaungatanga?

Children demonstrate a very good understanding of whanaungatanga through the ways they consider and interact with others.

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

Background

Te Puna Whakatupu o Raroera Te Puāwai is located in Te Rapa, Hamilton. It is based on Raroera Campus, an education site of Te Wānanga o Aotearoa (TWoA). The whānau of the children who attend are students and staff members of TWoA as well as local community members. Te Wānanga o Aotearoa have five puna whakatupu that are based across the North Island. All puna operate under the values and principles of TWoA. At the time of the previous review, the puna had just begun to transition from the philosophies, theories and practices of early learning to that of mātauranga Māori. This has meant a major mind shift for many of the kaimahi. The participation of the puna in a research project conducted by the Victoria University has resulted in kaimahi applying a highly critical lens to their work. This has also contributed to the effective nature of internal evaluation that is carried out across a number of areas of operations and practices.

This review was part of a cluster of five Puna Whakatupu under the auspices of Te Wānanga o Aotearoa. 

The Review Findings

Children learn in an environment where meaningful relationships are the basis of all learning. Kaimahi model concepts of aroha, tiaki and manaaki in their interactions with children. Tuākana treat their tēina in loving and caring ways. They are able to have conversations with one another. They work well together in shared learning experiences. Kaimahi integrate mātauranga Māori in to children's learning to extend their thinking. Children with diverse needs are catered for in a number of ways. Kaimahi work with whānau and external agencies to plan relevant and appropriate programmes for children with diverse needs. Children are growing as competent learners.

The operations and systems of the puna are highly effective. The puna manager, curriculum leaders and kaimahi work in a collaborative manner to ensure that all governance systems are implemented. The puna manager is responsible for building leadership capacity amongst her kaimahi and supporting ongoing professional development. Kaimahi incorporate mātauranga Māori and this supports the visions and philosophy of the puna. Whānau acknowledge that kaimahi provide the best possible care and education for their children. There are well established and robust processes for internal evaluation. Whānau, puna leaders and kaimahi contribute to the review process. There is a strong focus on improvements for teaching and learning. Children’s learning, wellbeing and belonging is the focus of puna operations.

Kaimahi use effective processes to assess children and plan and evaluate the learning programme. Whānau contribute to this process. Assessments reveal learning that is guided by children. Planning is based on children's interests and Mātauranga Māori. Reflective questions guide programme evaluation for kaimahi. Children benefit from planning that focuses on improvements to the quality of the learning environment.

Te Wānanga o Aotearoa (TWoA) provides governance support for Ngā Puna Whakatupu. All puna are guided by the vision and ngā uara o TWoA. The operations manager works as a conduit between TWoA and the puna. The overall strategic planning, communications strategy and internal review are developed in consultation with the managers and team leaders of the puna. At the centre of strategic goals and internal review is the promotion of early childhood education, prioritisation of mātauranga Māori and sustainable delivery of high quality early childhood education. Internal reviews of systems are robust and leads to improvement. The puna manager monitors progress on areas for improvement. These are reported at a national leadership hui. Children benefit from a governance and management system that focuses on their education and wellbeing.

Key Next Steps

That management, governance, senior leadership and kaimahi continue to push the boundaries in pursuit of quality of education for children that is underpinned by mātauranga Māori.

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. There were no areas of non-compliance

Next Evaluation

When is ERO likely to evaluate the immersion centre again?

The next ERO evaluation of Te Puna Whakatupu o Raroera Te Puāwai will be within four years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

30 January 2018 

2 Information about the Early Childhood Centre 

Location

Hamilton

Ministry of Education profile number

30220

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 17 aged under 2

Service roll

57 including up to 10 aged under 2

Gender composition

Girls 27

Boys 30

Ethnic composition

Māori  

Pākehā 

Samoan 

America 

51

4

1

1

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

December 2017

Date of this report

30 January 2018

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

October 2014

December 2011

July 2010

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.