Te Puna Reo o Ritimana

1 Te Aromātai i te Ratonga

He pēhea te tūnga o Ritimana 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 pai te tūnga o ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki.

Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki te whānuitanga o tēnei whakataunga, kua whakarāpopotongia ki raro iho nei.

He Whakamārama

I te tīmatanga i whakaritea a Ritimana ki raro i te maru o Te Poari Matua o Ngā Kōhanga Reo, i te tau 1985. Nō te tau 1990 te kōhanga reo nei i huri ai hei whare kōhungahunga ki raro i te maru o Te Tāhuhu o te Mātauranga. E tū ana te whare kōhungahunga nei ki te Kura Tuatahi o Ritimana, ki Ponsonby. He whare kōhungahunga tēnei mō ngā hau e whā ki te hapori whānui i te pokapū o Tāmaki-makau-rau. Kua pā ngā wero nui ki te whānau. Ka whai wāhi te whānau ki te komiti matua hou kātahi anō ka whakatūngia, ā, ka kāwana te komiti nei i te whare kōhungahunga. Nō te marama o Whiringa-ā-nuku, i te tau 2015 i whakatūngia ai tētahi kaiwhakahaere hei kōkiri i ngā whakarerekētanga e tika ana kia āta tau ai te whare kōhungahunga. Kei ngā kaimahi katoa ngā tohu mātauranga e pā ana ki te mātauranga kōhungahunga, ā, kua rehita katoatia hoki rātou hei kaiako. Kei te kite te whānau i nāianei i ngā rerekētanga e whai hua ana i roto i ngā whakahaeretanga me ngā whakaritenga. Kua whai pānga pai hoki tēnei ki ngā akoranga a ngā tamariki. I te mutunga o te tau 2015 i tau ai te whakaritenga kia noho pūmau ai te reo Māori mō ngā whakawhitinga kōrero, ā, ka whakapuakihia anō hoki ngā mātauranga Māori, puta noa i ngā āhuatanga katoa o te whare kōhungahunga.

Ngā Whakaaturanga o te Arotake

Ka āta rongo ngā tamariki i te aronga toi whenuatanga. Ka whakamihia ngā tamariki me ō rātou whānau e ngā kaimahi i tā rātou taenga mai me tā rātou wehenga atu i te whare kōhungahunga. Ka kitea e ngā tamariki ngā hononga tūturu e whai pūtake ana ki waenga i ngā kaimahi me ō rātou whānau. Ka āta whakarongo ngā kaimahi ki ngā tamariki. Ka akiaki ngā pākeke i ngā hononga papai ki waenga i te tuakana me te teina. Ka rongo ngā tamariki i te manaaki, te aroha, me te awhi. He whai wāhitanga mō rātou ki te kawe ake i ā rātou ake akoranga. Ka akiaki ngā pākeke i ngā tamariki ki te whai wāhi atu ki te hōtaka mā ngā huarahi e whai pūtake ana. Ka akiaki ngā kaimahi i ngā tamariki ki te ārahi i ngā karakia, ngā hīmene, me te karanga mō te kai. Ka whiwhi ngā tamariki i ngā akoranga e mau nei i te whanaungatanga hei tino tūāpapa.

Ka ako ngā tamariki ki tētahi taiao e whakapūmau nui ana i te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki ka hāpai ake i te whakawhanaketanga reo o ngā tamariki. Ka tohutohu, ka ārahi, ka hāpai hoki rātou hei whakatairanga ake i te hopu reo o ngā tamariki. Ka whakatauira ngā kaimahi i te hanganga reo e tika ana ki ngā tamariki, ā, e āhei ana ngā tamariki ki te whakahāngai i ngā kupu ki ngā pikitia, ngā tāngata, me ngā tūmomo mea. Ka whai wāhi ngā waiata hei whakawhānui ake i ngā kupu kōrero a ngā tamariki. E mōhio ana ngā tamariki ki ngā tūmomo tauira reo ka whakamahia i ngā wā ōkawa. He iti noa te whai wāhi atu a ngā kaimahi hei hāpai i te tū pakari o ngā tamariki ki te karakia, te hīmene, me te karanga mō te kai. Kei te pakari haere te whakamahi a ngā tamariki tuākana i te reo Māori.

Ka whai wāhi atu ngā tamariki ki tētahi hōtaka akoranga i āta whakamaheretia ai. Kua whakaritea e ngā kaimahi tētahi tukanga whakamahere e hāngai ana ki ā rātou kitenga ki tēnā e ngākau nuitia ana e ngā tamariki. Aromātai ai rātou i ia te wā i te hōtaka akoranga, hei āta whakarite i te hāngaitanga o tēnei ki ngā matea o ngā tamariki. Ka tāutu ngā mahi aromatawai i ngā akoranga e whai pānga nui ana ki ngā tamariki. Ka pūrongotia tā rātou ahu whakamua mā te whānau. Ka tūhura tonu ngā kaimahi i ngā whakaaro ka hāngai ake ai i ngā mahere, ngā aromatawai, me te aromātai ki te tikanga whakaaro me te tirohanga o te whare kōhungahunga. He pai te mōhiotanga o ngā kaimahi ki te āhua o te ako me te tupu ake o ngā tamariki nohinohi. Ka whiwhi ngā tamariki i ngā akoranga e riterite ana, ā, e aro nui ana hoki ki ō rātou matea ako.

Ko te whakahaeretanga me ngā whakaritenga a te whānau e whakahaerehia ana hei painga mō ngā tamariki. Kua whakatinanahia e te whānau tētahi tukanga arotake whaiaro, ā, nā tēnei tukanga kua pai ake ngā mahere, te aromatawai, te aromātai, ngā kaupapa here ngā tukanga, ngā mahi a ngā kaimahi nā te whakawhanaketanga ngaio e whai pānga ana, me te tikanga whakaaro o te whare kōhungahunga. Ko te aronga matua o te tikanga whakaaro i tēnei wā, ko te ‘whakamana i te reo Māori ki waenganui i ngā tamariki me ngā whānau.’  Ko tā rātou whāinga, ko te whakahihiri me te whakaaweawe i te ngākau nui o ā rātou mokopuna ki te reo Māori, mā te whakarato i te atawhai me te mātauranga o te kounga kairangi. Ka whakatinanahia tēnei ki te whakaratonga o tētahi wāhi rumaki reo. Ka whai hua ngā tamariki nā te mātauranga e aroturukitia ana i ia te wā kia pai ake ai.

Kua whakaritea ngā kaupapa here me ngā tukanga katoa e pā ana ki te hauora me te haumaru. Ka ārahi ēnei i ngā whakaritenga a ngā kaimahi. Ka arotake te whānau i ngā kaupapa here matua me ngā tukanga matua, i runga anō i ngā tikanga o te Vulnerable Children’s Act. Ka whakapuaki whakaaro ngā kaimahi me te whānau mō ngā kaupapa here me ngā tukanga. He wāhi haumaru te kōhanga reo mō ngā tamariki i a rātou e ako ana. Kāhore ngā tūranga kaimahi e whakarerekē rawa ana. Kua tata ki te 30 o ngā tau ētahi o rātou e mahi ana ki te whare kōhungahunga nei. He tino pai te āhua o ngā whakaritenga mahi. E marama ana ki nga kaimahi o ratou turanga me a ratou mahi hoki.  Hangai tonu nga ngaio whanaketanga a nga kaimahi ki nga whainga o te tau hei whakakaha ake i a ratou mahi mo te painga o nga tamariki.  E whakaatu ana te whanau he kaimahi tino pai ratou.

Ngā Whakaritenga ka Whai Ake

Ahakoa he mahere rautaki ta te whanau nei i tenei wa, e whakawhanake ana ratou i tetahi mahere mahi hei hono atu ki ta ratou rautaki whakahaere kia tipu haere tonu ai a ratou rauemi mahi mo nga tau e heke mai nei.  Ko te whakaaro, ma enei mahere mahi e awhina, e whakatau hoki i nga wawata o te whanau.

Te Taunakitanga

I whakaae te whanau ma rātou e:

• whakarite, e whakatinana hoki i tetahi mahere mahi e hono ana, e marama ana hoki ki ta ratou mahere rautaki
• whakahaere i nga mahi arohaehae mo nga kaimahi.

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.

Te arotake ka whai ake

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

Ka arotake anō Te Tari Arotake Mātauranga i Ritimana Kōhanga Reo i roto i ngā tau e toru. 

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

28 Whiringa ā-nuku, 2016

1 Evaluation of the Service

How well placed is Ritimana Kōhanga Reo Childcare Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Ritimana Kōhanga Reo Early Childhood Centre is well placed to promote positive learning outcomes for children

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

Background

Ritimana was originally established under Te Kōhanga Reo National Trust in 1985. In 1990 it became an Early Learning Centre under the Ministry of Education. It is based on the Richmond Road Primary School in Ponsonby grounds. The centre is pan tribal and serves the wider community in central Auckland. The whānau have been through challenging times. A newly elected Executive Committee including whānau provides governance in the centre. In October 2015 a manager was employed to lead the changes needed to ensure the stability of the centre. All kaimahi have ECE qualifications and are registered teachers. Whānau are now experiencing positive changes with operations and practice. This has a positive impact on children's learning. At the end of 2015 it was decided te reo Māori would be the language of communication and the introduction of mātauranga Māori across all areas of the centre.

The Review Findings

Children experience a strong sense of belonging. Kaimahi acknowledge children and their whānau as they come and go. Children observe meaningful, genuine relationships between the kaimahi and their whānau. Kaimahi listen with interest to children. Adults encourage positive relationships between tuakana and teina. Children experience manaaki, aroha and awhi. They have opportunities to take responsibility for their own learning. Adults encourage children to contribute to the programme in meaningful ways. Kaimahi encourage children to lead karakia, himene and karanga kai. Children experience learning where whanaungatanga provides a strong base for learning.

Children learn in an environment where te reo Māori is a priority. Kaimahi use a range of strategies to support children’s language development. They provide instruction, guidance and support to enhance children’s language acquisition. Kaimahi model correct grammar to children who are able to associate words with pictures, people and things. Waiata is used as a medium for building children’s vocabulary. They are familiar with language patterns used during formal parts of the day. Children require very little support during karakia, himene and karanga kai. Older children use te reo Māori with increasing confidence.

Children participate in a well-planned learning programme. Kaimahi have in place a planning process based on what observations reveal about children’s interests. They regularly evaluate the learning programme to ensure it is tailored to children's needs. Assessment practice identifies what learning is important to children. Their progress is reported to whānau. Kaimahi continue to explore ideas for planning, assessment and evaluation that best suits the centre philosophy and vision. Kaimahi have good knowledge about how young children learn and grow. Children experience learning that is consistent and responsive to their learning needs.

Whānau management and operations are managed in the best interest of the children. The whānau have implemented a process of self-review which has resulted in improvements to planning, assessment, evaluation, policy and procedures, kaimahi practice through relevant professional development opportunities and the centre philosophy. The overall focus of the current philosophy is to 'whakamana te reo Māori ki waenganui i ngā tamariki me ngā whānau'. Their goal is to motivate and inspire in their mokopuna a passion for te reo Māori through the provision of high quality care and education. This is evident through the provision of a total immersion environment. Children benefit from an education that is constantly monitored for improvements.

All health and safety policies and procedures are in place. These guide the practices of kaimahi. The whānau will review key policies and procedures against the Vulnerable Children’s Act. Kaimahi and whānau provide input into policies and procedures. The kōhanga reo is a safe place for children to learn. There is very low turnover of kaimahi. Some have been at the centre for nearly 30 years. They have very good working conditions. Kaimahi are clear about their roles and responsibilities. Professional development id aligned to kaimahi annual and term goals to strengthen their practices for children. The whānau demonstrate they are fair, just employees.

Key Next Steps

Although the whānau have a 5 year strategic plan, they are developing an action plan to link to their strategic direction to build capacity and sustainable practices. This will assist with realising whānau aspirations and forward planning.

Recommendations                                          

The whānau agreed that they will:

• establish and implement an action plan with clear links to their strategic plan.
• carry out kaimahi appraisals. 

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 service again?

The next ERO review of Ritimana Kōhanga Reo Childcare Centre will be in three years. 

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

28 October 2016

Purpose

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning. 

2 Information about the Early Childhood Service 

Location		Ponsonby, Auckland
Ministry of Education profile number		20146
License type		Education & Care Service
Licensed under		Education (Early Childhood Services) Regulations 2008
Number licensed for		30 children, including up to 0 aged under 2
Service roll		29
Gender composition		Girls  13 Boys  16
Ethnic composition		Māori		100%
Percentage of qualified teachers		80% +
Reported ratios of staff to children	Under 2	N/A
	Over 2	4:30		Better than Minimum requirements
Review team on site		August 2016
Date of this report		28 October 2016
Most recent ERO report(s)		Education Review Education Review	April 2011 November 2008

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

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. 

1 Te Aromātai a te Tari Arotake Mātauranga

Ko te whare kōhungahunga o Ritimana Te Kōhanga Reo, tētahi whare kōhungahunga o te reo Māori, mō ngā tamariki 30, e pakeke ake ana i te rua o ngā tau. Kei te papa o te Kura Tuatahi o te Rori o Ritimana, ki Ponsonby, te kōhanga, ki te tāone nui o Tāmaki-makau-rau. Ko te tikanga o te kōhanga, ko ‘te whakapūmau i te reo me ngā tikanga Māori, kia whai wāhitanga ai ngā tamariki ki te mōhio ko wai rātou, kia eke angitu rātou i tō rātou hāpori, hei tangata takitahi, hei iwi takitahi.’ Nō nā tata tonu nei, nō te Hakihea o 2010, te kōhanga i whakanui ai i tō rātou 25 o ngā tau e whakahaerehia ana.

E hāngai ana te hōtaka akoranga o ngā tamariki ki te angitu, e kōkirihia ana i te nuinga o te wā e te tamaiti, ā, e arotahi ana ki te whakawhanaketanga o te katoa o te tamaiti, heoi, e whakarato ana i ngā whai wāhitanga mō ngā tamariki ki te tūhura me te whakamātau mā te whānuitanga o ngā rauemi, ki tētahi taiao haumaru. Nā te rerekētanga o ngā taumata ki te wāhi tākaro o-waho, ki te mahau hoki, he ngāwari te whakawhiti haere ki ngā tūmomo taumahi, ngā tūmomo wāhi rerekē hoki.

Ka whakaū, ka whakanui hoki ngā kaimahi i ngā hononga mauritau ki ngā tamariki, ō rātou whānau, ā, ki waenga hoki i a rātou. He hāneanea te mahi tahi a ngā tamariki. E whakawero ana ngā taunekeneke i ngā whakaaro o ngā tamariki, me ngā mahi hei whai ake tonu. He ākonga mātau rātou e kōkiri ana i ā rātou ake akoranga.

Ka whakaratohia ki ngā tamariki ngā whai wāhitanga ki te mahi auaha, me te whai wāhi ki ngā tākaro pohewa. Ka whakaratohia e ngā kaimahi ngā matū me ngā rauemi ki ngā tamariki, hei hāpai i ā rātou tākaro. Nā tēnei, e āhei ana rātou ki te whakatakoto i tō rātou ake taiao tākaro, me te whakariterite i ngā taumahi, ki waenganui i a rātou anō.

Whakaaro huritao ai ngā kaimahi i ia te wā, mō ngā akoranga a ngā tamariki me ngā hōtaka taumahi, engari he ōkawa tēnei mahi i te nuinga o te wā, ā, kāhore i te rawaka ngā mōhiohio kua tuhia, hei hāpai i ngā kaimahi ki te whakapai haere. Ko tētahi aronga e nahanaha ake ana ki te aromātai i te hōtaka, ka tāutu i ngā wāhanga e pakari ana, me ngā wāhanga hoki o te hōtaka hei whakarerekē.

Ahakoa, nō nā tata tonu nei ngā kaimahi o te kōhanga i whakatutuki ai i ngā whakangungu e pā ana ki te arotake whaiaro, he āhuatanga tonu tēnei hei whakawhanake ake.

E pūmau ana ngā kaimahi me te whānau o Ritimana ki te whakanui i te whakamahinga o te reo Māori ki te kōhanga, ki te kāinga hoki. Kua whakatutukihia tētahi arotake e pā ana ki te whakamahinga o te reo Māori hei reo whakawhiti kōrero motuhake ki te kōhanga. Nā tēnei arotake, he maha ngā rautaki kua whakatinanahia, hei hāpai i tēnei whāinga, tae atu hoki ki te whakatūnga o tētahi kaiārahi i te reo, ki te tautoko i ngā tamariki, ngā kaimahi, me ngā mātua i roto i te reo me ngā tikanga Māori. Kōrero Māori ai ngā kaimahi i ngā wā katoa, puta noa i te rā. Ka whakatauira rātou i te whakamahinga tika o te reo, ā, ka akiaki hoki i ngā tamariki me ētahi atu pakeke ki te kōrero i te reo Māori. E hāpai tōtikatia ana ngā tamariki hei kaikōrero e whakawhanake haere ana i tō rātou reo Māori.

Whakaritenga Whaimuri

E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te whare kōhungahunga hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te whare kōhungahunga hei wāhanga o te huringa arotake o te wā.

2 Ngā Kaupapa Motuhake o te Arotake

Te Tirohanga Matua o te Arotake

I mua o te arotake, i īnoitia te rōpū whakahaere o Te Whare Kōhungahunga o Ritimana Te Kōhanga Reo kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake, ā, kia whakamahia ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga. Ka whakamahi hoki te Tari Arotake Mātauranga i ngā tuhinga i whakaratohia ai e te whare kōhungahunga ki te whānuitanga o tēnei arotake.

Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitiwhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga, te rōpū whakahaere, me ngā kaimahi. I arotahi tēnei whakawhitiwhitinga ki ngā kōrero i te pūritia e te whare kōhungahunga (tāpiri atu ki ngā kōrero e pā ana ki ngā arotake whaiaro),ā, me te whānui atu o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki o Te Whare Kōhungahunga o Ritimana Te Kōhanga.

Ko ngā arotake mātauranga katoa a te Tari Arotake Mātauranga i roto i te mātauranga kōhungahunga, e hāngai ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga titiro, e hāngai ana hoki tēnei ki te kounga o:

• te hōtaka e whakaratohia ana ki ngā tamariki;
• te taiao akoranga; me
• ngā taunekeneke ki waenganui i ngā tamariki me ngā pākeke.

Tāpiri atu ki ēnei, i whakarite te Tari Arotake Mātauranga, ki te aromātai i te reo Māori.

Ko ngā kitenga ā te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.

Te Kounga o te Mātauranga

He whakamārama

Ka aromātai te Tari Arotake Mātauranga i te kounga o te mātauranga ki ngā arotake katoa o ngā whare kōhungahunga. Nō nā tata tonu nei tētahi kaiārahi i te reo i te whakatūngia ai hei hāpai i ngā tamariki, ngā kaimahi, me ngā mātua ki wāhanga katoa o te reo me ngā tikanga Māori. I te wā o te arotake o mua, i te ārahi tētahi kaiako kairīwhi matua i te rōpū whakaako. Whai muri mai i taua wā, kua whakatūngia ia ki tētahi tūranga wā kikī, e tūturu ana.

Ngā wāhanga e pai ana te whakahaere

Te hōtaka akoranga. E hāngai ana te hōtaka akoranga o ngā tamariki ki te angitu, e kōkirihia ana i te nuinga o te wā e te tamaiti, ā, e arotahi ana ki te whakawhanaketanga o te katoa o te tamaiti. Heoi e whakarato ana i ngā whai wāhitanga mō ngā tamariki ki te tūhura me te whakamātau mā te whānuitanga o ngā rauemi, ki tētahi taiao haumaru. E tunu ana tētahi kaitunu wā kikī, i ngā kai hauora, oranga hoki.

E āhei ana ngā tamariki ki te nukunuku haere ki ngā wāhi o roto, o waho hoki. E wāteatea ana te taiao, ā, he maha ngā rauemi, he auaha hoki te whakaatu. Nā te rerekētanga o ngā taumata ki te wāhi tākaro o-waho, ki te mahau hoki, he ngāwari te whakawhiti haere ki ngā tūmomo taumahi, ngā tūmomo wāhi rerekē hoki. Ko ētahi o ngā wāhi tākaro, ko te wāhi mārie ki te whakaaro huritao, me ētahi atu wāhi hoki mō ngā tākaro kori tinana. Mahi tahi ai ngā kaimahi ki ngā tamariki, hei tautoko i ā rātou akoranga.

Ngā hononga. Ka whakapūmau, ka whakanui hoki ngā kaimahi i te whanaungatanga mauritau ki ngā tamariki, ki waenganui hoki i a rātou anō. Ko te kaha o te whanaungatanga ki waenganui i ngā whānau e tae atu ana ki ngā wā akoranga, e whakarato ana i tētahi taiao e tau ana, e whakakotahi ana hoki mō ngā akoranga a ngā tamariki. He hāneanea ki ngā tamariki te mahi ngātahi ki ētahi atu, te mahi hoki ki ō rātou taha. He whakaute tā rātou aronga atu, ā, e whakawhanake ana i ngā pūkenga whakahoahoa, pērā i te tuku wā ki ētahi atu, te tohatoha, me te whakatau hoki i ngā tautohetohe. E whai kiko ana ngā taunekeneke, ā, ka whakawero i ngā tamariki ki te whakaaro mō ngā taumata akoranga ka whāia tonuhia e rātou. Ka āta mātakina ngā tamariki i ngā wā katoa. He ākonga mātau ngā tamariki, ā, e kōkiri ana i ā rātou akoranga.

Te whakamāhere mō ngā ngākau nuitanga me ngā kaha o ia tamaiti. E aro ana, e hāngai ana hoki ngā hōtaka akoranga ki ngā matea, ngā ngākau nuitanga, me ngā kaha o ngā tamariki. Kua whakawhanakehia ngā whakaritenga aromatawai, whai muri mai i te arotake o mua. E whai hua ana te whakamahinga a ngā kaimahi i ngā pakiwaitara akoranga. Ka kite, ka mōhio, ka whakautu nahanaha hoki rātou hei tāutu, hei poipoi, hei whakamāhere hoki mō ngā ngākau nuitanga o ngā tamariki, me te whakarato i te tino kitenga ki te whakawhanaketanga me te tupu o ngā tamariki. E āhei ana ngā tamariki ki te whakapā atu ki ā rātou pūkete aromatawai. Ka tuku ngā tamariki me ngā mātua i ngā kōrero urupare, puta noa i te tukanga whakamāhere.

Te tākaro auaha, te tākaro pohewa. Ka whakaratohia ki ngā tamariki ngā whai wāhitanga ki te tākaro pohewa, ki te tākaro auaha hoki. Ka whakarato ngā kaimahi i ngā matū me ngā rauemi ki ngā tamariki, hei hāpai i ā rātou tākaro. Nā tēnei, e āhei ana ngā tamariki ki te whakarite i ō rātou ake taiao tākaro, me te whakarite anō hoki ki waenganui i a rātou anō, te pūtake o ā rātou taumahi.

Ngā wāhanga hei whakapai ake

Te aromātai hōtaka. Whakaaro huritao ai ngā kaimahi i ia te wā, ki ngā akoranga me ngā hōtaka taumahi o ngā tamariki, engari i te nuinga o te wā he ōpaki tēnei, ā, kāhore i te rawaka ngā mōhiohio e tuhia ana hei whakapai haere. Ko tētahi aronga e nahanaha ake ana ki te aromātai i te hōtaka, ka tāutu i ngā wāhanga e pakari ana, me ngā wāhanga hoki o te hōtaka hei whakarerekē.

Te arotake whaiaro. Ahakoa nō nā tata tonu nei ngā kaimahi o te kōhanga i whakatutuki ai i ngā whakangungu e pā ana ki te arotake whaiaro, he āhuatanga tēnei hei whakawhanake tonu, hei whakatinana ake hoki. Kua whakawhanakehia tētahi pūnaha hou ki te arotake whaiaro, puta noa i ngā wāhanga katoa o te whare kōhungahunga, engari kāhore anō kia whakatinanahia. Kua roa nei te kore arotakenga o ngā kaupapa here maha.

Me tātari, me whakaaro huritao te whānau me ngā kaimahi, mō te whai huatanga o ngā whakahaeretanga o te kōhanga, me te whakamahi i te tātari nei, mō ngā whakamāhere me ngā whakapaitanga a meāke nei.

Te reo Māori

He whakamārama

Ko te tikanga matua o te Whare Kōhungahunga o Ritimana Kōhanga Reo , ko ‘te whakapūmau i te reo me ngā tikanga Māori, kia whai wāhitanga ai ngā tamariki ki te mōhio ko wai rātou, kia eke angitu rātou i tō rātou hāpori, hei tangata takitahi, hei iwi takitahi.’

Nō nā tata tonu nei i whakatūngia ai tētahi kaiārahi i te reo hei hāpai i ngā tamariki, ngā kaimahi, me ngā mātua i roto i te reo me ngā tikanga Māori.

Ngā wāhanga e pai ana te whakahaere

Te whakawhanaketanga i te reo Māori. E whakapūmau ana ngā kaimahi me te whānau o Ritimana ki te whakanui i te whakamahinga o te reo Māori ki te kōhanga. Kua whakawhiti kōrero te whānau mō ō rātou wawata ā meāke nei, mō te whakamahinga o te reo Māori hei reo whakawhitinga kōrero matua ki te kōhanga. He maha ngā rautaki i whakatinanahia ai hei hāpai i tēnei whāinga, tae atu hoki ki te whakatū i tētahi kaiārahi i te reo. Kōrero ai ngā kaimahi i te reo Māori, puta noa i te rā. Ka whakatauira rātou i te whakamahinga tika o te reo, ā, ka akiaki i ngā tamariki me ētahi atu pākeke ki te kōrero i te reo Māori. E hāpai tōtikatia ana ngā tamariki hei kaikōrero e whakawhanake haere ana i tō rātou reo Māori.

Ngā taonga tuku iho. E whakarato ana ngā kaimahi o Ritimana, i ngā whai wāhitanga ki ngā tamariki, hei whakaū, hei whakanui i ō rātou taonga tuku iho. Ka ako, ka taki hoki ngā tamariki i ō rātou ake pepeha, ka ako rātou i ngā karakia, ngā waiata, me ngā kawa pērā i te whakatau manuhiri. Ka whai wāhi ngā tamariki ki ngā pōwhiri me ngā whakatau ki te kōhanga me te Kura Tuatahi o te Rori o Ritimana. Ka ako ngā tamariki i te ao Māori me te ao whānui. Ka whakakoia te aronga toi whenuatanga, me te tuakiri o ngā tamariki.

3 Te Kaupapa Arotake ā-motu

He tirohanga whānui

Ka whakaratohia e te Tari Arotake Mātauranga ētahi mōhiohio e hāngai ana ki te whānuitanga o te pūnaha mātauranga, mā āna pūrongo ā-motu. Ka whai hua te whakamahinga o ngā mōhiohio nei hei tuāpapa mō te whakapaitanga nahanaha i te mātauranga, me te whakapai tonutanga o te mātauranga i ngā wā kei te heke mai.

Te tū ngātahi ki te whānau o ngā tamariki Māori ki ngā ratonga kōhungahunga

Hei wāhanga hoki o tēnei arotake, i aromātai te Tari Arotake Mātauranga i te whānuitanga:

• o tēnei ratonga ki te marama, te whakanui hoki i te tuakiri, te reo, me te ahurei o ngā tamariki Māori me ō rātou whānau, inā koa, i te wā ka whakawhiti mai te tamaiti me te whānau ki tēnei ratonga;
• o ngā kaiwhakahaere me ngā kaiwhakaako, ki te tūhonohono ki ngā whānau o ngā tamariki Māori; ā, me te whānuitanga
• o tēnei ratonga, ki te mahi ngātahi ki ngā whānau o ngā tamariki Māori.

He whakamārama

E poipoia ana e Ritimana ngā tamariki me ō rātou whānau e ahu mārika ana i te takiwā o Ponsonby. Ka ākina ngā mema o te whānau ki te whai wāhi mātātoa ki te whakahaeretanga me te whakaritenga o te kōhanga.

Ngā wāhanga pakari

Te whai wāhitanga o te whānau, me te whakawhiti whakaaro ki a rātou. He nui ngā wā ka whakawhiti kōrero atu ki ngā whānau, ā, he mātātoa tā rātou whai wāhi atu ki te whakahaeretanga o te kōhanga, me te hōtaka akoranga. Ka whai wāhi rātou ki te whakatinanatanga o te hōtaka, ā, i ētahi wā, ka tāpiri atu ki ngā pūkete e pā ana ki ngā aromatawai. Nō nā tata tonu nei te whānau o Ritimana i hui ai, hei whakawhiti kōrero mō ō rātou wawata mō te kōhanga, i roto i te reo me ngā tikanga Māori. E ngākau nui ana ngā mema o te whānau ki te mahi ngātahi ki ngā kaimahi me te whakahaeretanga hei hāpai i ā rātou tamariki ki te whakatutuki i ngā wawata nei.

Te whanaungatanga. He pai te mahi ngātahi a te whānau me ngā kaimahi o Ritimana, ki tētahi taiao e manaaki ana, e mauritau ana hoki. Ko te tautoko o ngā hononga ki waenganui i ngā kaimahi me te whānau, e whakarato ana i tētahi tauira pai mō ngā tamariki, me tā rātou taunekeneke atu ki ō rātou hoa. Ka ākina te whanaungatanga o te tuakana me te teina, ki waenga i ngā tamariki. Ka whakatauira, ka āta manaaki hoki ngā tuākana i ō rātou teina. Ka wheako i ngā tamariki ngā taunekeneke ki ngā koroua me ngā kuia ki te kōhanga, ā, ki ngā huihuinga ōkawa hoki, pērā i te ngā pōwhiri ki te Kura Tuatahi o te Rori o Ritimana.

Ngā wāhanga hei whakawhanake, hei arotake

Te arotake i te kaupapa. Ka whai hua ki ngā kaimahi me te whānau, te arotake i ā rātou whakaritenga, i runga i te tuhinga a te Tāhuhu o te Mātauranga, e kiia nei ko ‘Ka Hikitia’, me ngā pūrongo a te Tari Arotake Mātauranga e pā ana ki ngā whakaratonga mō ngā tamariki Māori.

Ka taea hoki e te whānau, e ngā kaumātua hoki, te arotake te whānuitanga o ngā taunaki tirohanga a te whare kōhungahunga, me ētahi atu tuhinga, ka whai pānga ki te whakapūmautanga o ngā whakaritenga kākano rua, me tētahi aronga nui ki te whakanui me te whakapakari i te reo me ngā tikanga Māori. Ka whai hua hoki ki te āta whakaraupapa i te āhua o te whakatinanatanga o taua whakapūmautanga, inā koa, ki ngā uaratanga, pērā i te whanaungatanga, te manaakitanga, me te mana tangata. Mā tēnei, ka mārama ake te pūtake o ngā whakaritenga e pā ana ki te whare kōhungahunga, mō te hāpori me te whānau, me te whakarato i tētahi tūāpapa mō te arotake me te whakawhanaketanga ā meāke nei.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

Te Tirohanga Whānui

Ritimana Childcare Centre I mua atu i te whakahaerenga o te arotake i whakatutukihia e te kaipupuri raihana me ngā kaimahi o, he Tauāki Kupu Tūturu a Te Rōpū Whakahaere me tētahi Rārangi Arowhai Tātari Whaiaro mā te Tari Arotake Mātauranga. 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:

• ngā whakahaerenga ā te whānau;
• te hauora, te waiora me te whai oranga;
• ngā whakahaerenga kaimahi;
• ngā whakahaerenga pūtea me ngā whakahaerenga rawa.

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 whakatau tamariki, ko te ārai i ngā mahi whakaweti, mahi tūkino);
• te haumaru ā-tinana (tāpiri atu ko te whakatau tamariki; ko ngā whakaritenga whakamoe, tiaki tamariki; ko ngā aituā me te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho);
• ngā tohu mātaurangame ngā whakaritengakaimahi; me
• ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

Kīhai ngā tirohanga a te Tari Arotake Mātauranga i tāutu i ētahi āhuatanga e āwangawangatia ana.

5 Ngā Taunakitanga

I whakaae te Tari Arotake Mātauranga me te rōpū whakahaere o te whare kōhungahunga kia:

1. whakawhanake, kia whakatinana hoki te whānau me ngā kaimahi o Ritimana, i tētahi pūnaha e pā ana ki te arotake whaiaro, hei āta hāpai i te whānau ki te aroturuki i te āhua o ngā whakahaeretanga o ngā wāhanga katoa, ā, ki te whakamōhio hoki i ngā whakapaitanga; ā, kia
2. whakarite ngā kaimahi i tētahi aronga ōkawa ki te aromātai hōtaka, e whai pānga ana hoki ki te tuhi i ngā whakaaro huritao e pā ana ki ngā akoranga a ngā tamariki me te hōtaka akoranga, hei tautoko, hei whakanui hoki i te whai huatanga o ia wāhanga.

6  Whakaritenga Whaimuri

E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te whare kōhungahunga hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te whare kōhungahunga hei wāhanga o te huringa arotake o te wā.

Makere Smith

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

Mā te Āpiha Kaiarotake Matua

28 Paenga-whâwhâ 2011

Ngā Kōrero e pā ana ki te Whare Kōhungahunga

Te tūwāhi	Kei Ponsonby, ki Tāmaki-makau-rau
Te tau a te Tāhuhu o te Mātauranga	20146
Te Momo	He whare kōhungahunga mātauranga rumaki reo, he ratonga tiaki tamariki hoki.
Te tokomaha mō te raihana	30 ngā tamariki e pakeke ake ana i te rua o ngā tau
Te tokomaha kei runga i te rārangi ingoa	29 ngā tamariki e pakeke ake ana i te rua o ngā tau
Te ira tangata	Kōtiro 12 Tama tāne 17
Ngā hononga ā-iwi	Māori 26 Pākehā 3
Te wā i te whare kōhungahunga te rōpū arotake	Whiringa-ā-rangi 2010
Te wā o tēnei pūrongo	28 Paenga-whāwhā 2011
Ngā pūrongo o mua ā te Tari Arotake Mātauranga	Arotake Mātauranga, Whiringa-ā-rangi 2008 Arotake Mātauranga, Pipiri 2004 Tātari Manatū, Pipiri 1996

1 The Education Review Office (ERO) Evaluation

Ritimana Kōhanga Reo Childcare Centre is a te reo Māori early childhood centre catering for 30 children over two years old. The kōhanga is based on the school grounds of Richmond Road Primary School in Ponsonby, Auckland City. The kōhanga philosophy is: ‘to perpetuate the Māori language and culture, to give children the opportunity to know who they are so that they may succeed in society as individuals and people.’ The kōhanga recently celebrated 25 years of operation in December 2010.

The learning programme for children is success based, mostly child initiated with a focus on the holistic development of children and provides children with opportunities to explore and experiment within a well resourced and safe environment. Varying physical levels in the outdoor play area and deck provide easy transition between activities and different spaces.

The staff maintains and promotes positive relationships with children, their whānau and with each other. Children work comfortably with and alongside others. Interactions challenge children to think about the next steps. They are competent, independent learners.

Children are provided with opportunities to be creative and participate in imaginative play. The staff provides children with materials and resources to support their play. This allows them to create their own play environment and to negotiate activities among themselves.

The staff regularly reflects on children’s learning and programmes of activities but this is generally informal and lacks sufficient documented information to support staff to make improvements. A more constructive approach to programme evaluation identifies areas of strength and areas where the programme could be modified.

Although the kōhanga staff have recently undertaken training in self review, this area requires further development.

The staff and whānau of Ritimana are committed to promoting the use of te reo Māori in the kōhanga and at home. A review has been undertaken regarding the use of te reo Māori as the main language of communication at the kōhanga. The review resulted in several strategies implemented to support this goal including the employment of a kaiarahi reo to support children, staff and parents in te reo and tikanga Māori. The staff consistently speak te reo Māori throughout the day. They model correct language usage and encourage children and other adults to speak te reo Māori. Children are well supported as developing speakers of te reo Māori.

Future Action

ERO is confident that the service is being managed in the interests of the children. Therefore ERO will review the service again as part of the regular review cycle.

2 Review Priorities

The Focus of the Review

Before the review, the management of Ritimana Childcare Centre was invited to consider its priorities for review using guidelines and resources provided by ERO.  ERO also used documentation provided by the centre to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff.  This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at Ritimana Childcare Centre.

All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:

• the programme provided for children;
• the learning environment; and
• the interactions between children and adults.

In addition, ERO decided to evaluate te reo Māori.

ERO’s findings in these areas are set out below.

The Quality of Education

Background

ERO evaluates the quality of education in all early childhood reviews. A kaiarahi reo was appointed recently to support children, staff and parents in all aspects of te reo and tikanga Māori. At the time of the last review a relieving head teacher was leading the teaching team. She has since been appointed to a fulltime permanent position.

Areas of strength

The learning programme. The learning programme for children is success based, mostly child initiated, with a focus on the holistic development of children. It provides children with opportunities to explore and experiment within a well resourced and safe environment. A full time chef provides children with healthy and nutritious meals.

Children are able to move freely between the indoor and outdoor learning areas. The physical environment is spacious, well resourced and creatively presented. Varying physical levels in the outdoor play area and deck provide easy transition between activities and different spaces. Play areas include a quiet space for reflection and other areas for more physical play. Staff regularly work with children to support their learning.

Relationships. Staff maintain and promote positive relationships with children and each other. The sense of whanaungatanga among families attending sessions provides a secure, inclusive environment for children’s learning. Children work comfortably with and alongside others. They engage in a respectful way and are developing social skills such as taking turns, sharing and conflict resolution. Meaningful interactions challenge children to think about the next steps to their learning. Children are well supervised at all times. Children are competent, independent learners.

Planning for children’s individual interests and strengths. Learning programmes are responsive to, and reflect the needs, interests and strengths of children. Assessment practices have developed since the last review. The staff successfully use learning stories. They notice, recognise and respond methodically to identify, cater and plan for children’s interests and to provide clear pictures of children’s development and growth. Children are able to easily access their assessment portfolios. Children and parents give feedback throughout the planning process.

Creative and imaginative play. Children are provided with opportunities where they participate in imaginative and creative play. The staff provides children with materials and resources to support their play. This allows children to create their own play environment and to negotiate between themselves, the purpose of their activities.

Areas for development and review

Programme evaluation. The staff regularly reflects on children’s learning and programmes of activities but this is generally informal and lacks sufficient documented information to make improvements. A more constructive approach to programme evaluation will identify areas of strength and areas where the programme may be adapted.

Self review. Although kōhanga staff have recently undertaken training in self review, this area requires further development and implementation. A new system for self review across all areas of the centre has been developed but is not yet implemented. Many policies have not been reviewed for some time.

Whānau and staff need to analyse and reflect on the effectiveness of kōhanga operations and to use this analysis for future planning and improvements.

Te reo Māori

Background

The underlying philosophy of Ritimana Kōhanga Reo Childcare Centre is ‘to perpetuate the Māori language and culture, to give children the opportunity to know who they are so that they may succeed in society as individuals and people.’

A kaiarahi reo was recently appointed to support children, staff and parents in te reo and tikanga Māori.

Areas of strength

Te reo Māori development. The staff and whānau of Ritimana are committed to promoting the use of te reo Māori in the kōhanga. The whānau has discussed their future aspirations regarding the use of te reo Māori as the main language of communication at the kōhanga. Several strategies have been implemented to support this goal including the employment of a kaiarahi reo. The staff consistently speaks te reo Māori throughout the day. They model correct language usage and encourage children and other adults to speak te reo Māori. Children are well supported as developing speakers of te reo Māori.

Cultural heritage. The staff of Ritimana provides children with various opportunities to reinforce and promote their cultural heritage. Children learn and recite their own pepeha, they learn karakia, waiata and kawa such as welcoming manuhiri. Children participate in powhiri and whakatau held at the kōhanga and at Richmond Road Primary School. Children learn about te ao Māori and the wider world. Children’s sense of belonging and identity is affirmed.

3 National Evaluation Topic

Overview

ERO provides information about the education system as a whole through its national reports. This information will be used as the basis for long term and systemic educational improvement.

Partnerships with whānau of Māori children in early childhood services

As part of this review ERO evaluated the extent to which:

• this service understands and values the identity, language and culture of Māori children and their whānau, particularly when the child and whānau transition to the service;
• managers and educators have built relationships with whānau of Māori children;
• this service works in partnership with whānau of Māori children.

Background

Ritimana caters to children and their whānau predominantly from the local Ponsonby area. Whānau members are encouraged to actively participate in the management and organisation of the kōhanga.

Areas of strength

Whānau involvement and consultation. Whānau are frequently consulted and are actively involved in both kōhanga management and the learning programme. They contribute to programme implementation and occasionally add to assessment records. The whānau of Ritimana recently had a hui to discuss their aspirations for their kōhanga in terms of te reo and tikanga Māori. Whānau members are committed to working together with staff and management to support their children on this journey.

Whanaungatanga. The whānau and staff of Ritimana work well together in a caring, positive environment. Supportive relationships between staff and whānau provide a good model for children in their relationships with their peers. Tuakana/teina relationships are encouraged among children. Older children model and actively care for their younger peers. Children experience interactions with koroua and kuia at the kōhanga and at formal events such as powhiri at Richmond Road School.

Areas for development and review

Kaupapa review. It would be useful for staff and whānau to review their practices against the Ministry of Education’s document Ka Hikitia, and ERO’s reports regarding provision for Māori children.

Whānau and kaumātua, could also review the extent to which the centre’s philosophy statements and other documents reflect a commitment to bicultural practices, with an emphasis on promoting and strengthening te reo and tikanga Māori. It would be worthwhile to clearly specify what that commitment will look like in practice, particularly in terms of concepts such as whanaungatanga, manaakitanga and mana tangata. This would make the rationale for centre practices more explicit for the community and whānau, and provide a foundation for future review and development.

4 Management Assurance on Compliance Areas

Overview

Before the review, the licensee and staff of Ritimana Childcare Centre completed an ERO Centre Management Assurance Statement and Self-Audit Checklist.  In these documents they have attested that they had taken all reasonable steps to meet their legislative obligations related to:

• administration;
• health, safety and welfare;
• personnel management; and
• financial and property management.

During the review, ERO checked the following itemsbecause they have a potentially high impact on outcomes for children:

• emotional safety (including behaviour management, prevention of bullying and abuse);
• physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures);
• staff qualifications and organisation; and
• evacuation procedures and practices for fire and earthquake.

ERO’s investigations did not identify any areas of concern.

5 Recommendations

ERO and the Centre Management agreed that:

1. the whānau and staff of Ritimana develops and implements a system of self review that effectively supports the whānau to monitor the performance of all areas of operations and to inform improvements; and
2. the staff adopts a formal approach to programme evaluation to include documenting reflections about children’s learning and the learning programme, to help support and increase the effectiveness of each area.

6 Future Action

ERO is confident that the service is being managed in the interests of the children. Therefore ERO will review the service again as part of the regular review cycle.

Makere Smith

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

28 April 2011

About the Centre

Location	Ponsonby, Auckland
Ministry of Education profile number	20146
Type	Immersion Education and Care Service
Number licensed for	30 children over two years old
Roll number	29 children over two years old
Gender composition	Girls 12 Boys 17
Ethnic composition	Māori 26 Pākeha 3
Review team onsite	November 2010
Date of this report	April 2011
Previous ERO reports	Education review, November 2008 Education review, June 2004 Assurance Audit, June 1996

To the Parents and Community of Ritimana Childcare Centre

These are the findings of the Education Review Office’s latest report on Ritimana Childcare Centre.

Ritimana Kōhanga Reo Childcare Centre is a te reo Māori early childhood centre catering for 30 children over two years old. The kōhanga is based on the school grounds of Richmond Road Primary School in Ponsonby, Auckland City. The kōhanga philosophy is: ‘to perpetuate the Māori language and culture, to give children the opportunity to know who they are so that they may succeed in society as individuals and people.’ The kōhanga recently celebrated 25 years of operation in December 2010.

The learning programme for children is success based, mostly child initiated with a focus on the holistic development of children and provides children with opportunities to explore and experiment within a well resourced and safe environment. Varying physical levels in the outdoor play area and deck provide easy transition between activities and different spaces.

The staff maintains and promotes positive relationships with children, their whānau and with each other. Children work comfortably with and alongside others. Interactions challenge children to think about the next steps. They are competent, independent learners.

Children are provided with opportunities to be creative and participate in imaginative play. The staff provides children with materials and resources to support their play. This allows them to create their own play environment and to negotiate activities among themselves.

The staff regularly reflects on children’s learning and programmes of activities but this is generally informal and lacks sufficient documented information to support staff to make improvements. A more constructive approach to programme evaluation identifies areas of strength and areas where the programme could be modified.

Although the kōhanga staff have recently undertaken training in self review, this area requires further development.

The staff and whānau of Ritimana are committed to promoting the use of te reo Māori in the kōhanga and at home. A review has been undertaken regarding the use of te reo Māori as the main language of communication at the kōhanga. The review resulted in several strategies implemented to support this goal including the employment of a kaiarahi reo to support children, staff and parents in te reo and tikanga Māori. The staff consistently speak te reo Māori throughout the day. They model correct language usage and encourage children and other adults to speak te reo Māori. Children are well supported as developing speakers of te reo Māori.

Future Action

ERO is confident that the service is being managed in the interests of the children. Therefore ERO will review the service again as part of the regular review cycle.

If you would like a copy of the full report, please see the ERO web page, http://www.ero.govt.nz.

Makere Smith

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