Ritimana Kohanga Reo Childcare Centre - 28/10/2016

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.