Superstart Early Learning Centre

1 Te Aromātai i te Ratonga

He pēhea te tūnga o Te Whare Mātauranga Kōhungahunga o Tamariki Ātaahua ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki?

He pēhea rawa ngā tamariki e whakaatu i te whanaungatanga ki tō rātou whare kōhungahunga?

Ka kitea ki ngā tamariki tō rātou aroha me tō rātou whakaute ki ō rātou hoa, ō rātou kaiako, me ngā manuhiri hoki ki tō rātou whare kōhungahunga.

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

He Whakamārama

E tū ana Te Whare Mātauranga Kōhungahunga o Tamariki Ātaahua ki te hapori o Mauinaina, ki Tāmaki-makau-rau. Mai i te arotake o mua a Te Tari Arotake Mātauranga i te tau 2015, kua piki ake te rārangi ingoa ki te tatauranga o ngā tamariki 81, ā, kua raihanatia mō ngā tamariki 24 kei raro i te rua o ngā tau. E toru ngā wāhi ako i whakaritea ai kia toru anō hoki ngā rōpū reanga tamariki, hei whakatutuki i ngā matea ako o ā rātou tamariki. Nō te mutunga o te tau 2018 tētahi whare hou i whakatuwheratia ai, e tū pātata mai ana ki te toenga o te pokapū. E whakahaerehia ana te whare kōhungahunga e tētahi kaiārahi tautōhito. Ko ngā whakarerekētanga ki te āhua o ngā hononga ki te taha kāwana, i whakatōhenehene i ngā mahi kāwana.

Ngā Whakaaturanga o te Arotake

Ko Te Whare Mātauranga Kōhungahunga o Tamariki Ātaahua tētahi umanga tūmataiti. E mea ana te tirohanga a whare kōhungahunga, “Tukua te hinengaro, te tinana, te wairua, kia rere”. He whakapuakitanga tēnei i te wawata ki te whakariterite i ngā tamariki ki te eke angitu, ā, e whakanui ana hoki i te waiora o te tamaiti katoa. Ko ngā uara pērā i te manaakitanga, te whanaungatanga, te mahitahi, te ako, me te ao hurihuri kei te pūtake o te tikanga whakaaro a te whare kōhungahunga. Ko te tirohanga ā-kawana e whakaratohia ana e te kaiwhakahaere o te whare kōhungahunga, ā, ka pūrongo ia i ngā take matua e whai pānga ana ki ētahi o ngā āhuatanga o ngā mahi whakahaere. Kua whakatakotohia ngā pūnaha e ārahi ana i te arotake whaiaro. He aronga ki te whakapai ake i ngā whakaritenga a ngā kaiako, ā, ka aro nui ki te ako ngaio me te whakawhanaketanga ngaio. Ko te whakapakari i ngā āheinga o ngā kaimahi i roto i te reo Māori me ōna tikanga tētahi aronga a te whare kōhungahunga. Ko te atawhai i ngā tamariki e pou here ana i ngā whakataunga mō te kāwana me te whakahaere i te whare kōhungahunga. Ka riro i ngā tamariki ngā hua ka puta i ngā pūnaha e āta whakahaerehia ana.

E poipoia ana te waiora me te aronga toi whenuatanga o ngā tamariki. Ko te whanaungatanga me te manaakitanga kei te pūtake o ngā hononga. Ka poipoi ngā kaimahi me ngā kaiwhakahaere i te whakaute me te tauutuutu i roto i ngā whakawhitinga whakaaro ki ngā mātua me te whānau. Ka whakanuia te whai wāhi mai o te whānau ki ngā akoranga a ā rātou tamariki. He āhuatanga tēnei e whakakoia ana, e whakatairanga ana hoki i ngā hononga ki waenga i ngā kaimahi me te whānau. Ka whakapuakihia e ngā kaiārahi te ahurea e whakamana ana, e whakanui ana, e whakapūmau ana hoki i ngā tamariki nā ō rātou tuakiri me ō rātou pūmanawa kē e kawe mai ana rātou i roto i ā rātou akoranga. Ka whakahei, ka whakaahuru, ka mārie hoki te taiao o te whare kōhungahunga. E wātea ana te kaiwhakahaere o te whare kōhungahunga ki te whakawhitiwhiti kōrero ki ngā whānau inā he āwangawanga. Ka ahu mai te whanaungatanga i ngā waiaro tūturu nei o te kotahitanga, te whakaute, me te noho ngākau nui ki te whakarongo. Ka whai wāhi māhorahora nei te whānau ki te whare kōhungahunga. Ka ū te manaakitanga me te whakawhanaketanga e whai wāhi atu ai ki ngā tino painga. Ka whai hua ngā tamariki i te wā e arotahi ana te ārahitanga ki te whakapai tonutanga o ngā whakaritenga.

Ka aro nui te marautanga ki ngā matea me ngā ngākau nuitanga o ngā tamariki. Kei te mārama ngā kaiako i ngā tamariki, mā roto mai i ō rātou whānau me te hapori whānui. Kei te mōhio rātou ki ngā whakapapa o ngā tamariki katoa, ā, ka whakanuia hoki. Ko te whakamahere ngātahi, ko ngā mahere ā-kaupapa hoki e ārahi ana i ngā taumahi o ia rā. E hāngai ana ngā mahere ki ngā ngākau nuitanga o ngā tamariki. E wātea ana ngā mōhiohio aromatawai ki ngā tamariki, kia āhei ai rātou ki te hokihoki ki ā rātou akoranga o mua, me te whakapuaki anō. Ka ngākau nui ngā tamariki ki te whakapuaki i ā rātou akoranga. E whakapakari ana ngā mōhiohio aromatawai i te tuakiri o ngā tamariki hei ākonga angitu. Ka whai wāhi ngā whakaritenga aromatawai hei huarahi anō mō ngā mātua me te whānau ki te aroturuki me te hāpai i ngā akoranga a ā rātou tamariki. Ka aromātai ngā kaiako i ā rātou ake whakaritenga whakaako me te whai pānga o ēnei ki ngā putanga a ngā tamariki. Ka whakarato rātou i ngā rauemi me ngā taiao e akiaki ana i te tūhura e whai pūtake ana, e noho pārekareka ana hoki. He haumaru te taiao ako, heoi he wero, he whakahihiri anō hoki o roto kia hiahia ai ngā tamariki ki te āta whai wāhi atu ki te whānuitanga o ngā tūmomo taumahi. Ka aro nui, he mātātoa hoki ngā tamariki hei ākonga.

He māramatanga pai tō ngā kaiako mō te āhua o te ako me te tupu o ngā tamariki. Ka toro atu te hōtaka akoranga ki ngā tikanga, ngā uara, me ngā whakapono Māori, tae atu hoki ki te reo Māori. Ka ākina te tū me te whai kawenga o ngā tuākana. He whai wāhitanga mō ngā tuākana ki te hāpai i ō rātou tēina i roto i ngā karakia, ngā hīmene, ngā waiata me ngā haka. Ka whakapuaki ngā kaiako i te reo Māori i te wā whāriki o ngā ata. Ka toro atu hoki rātou ki te whānuitanga o ngā tūmomo rautaki e pā ana ki te whakaako i te reo Māori, tae atu ki ngā waiata, ngā haka, ngā kīanga māmā, ngā tohutohu, me ngā pātai. He pai te whakahaeretanga o ngā whakawhitinga i te hōtaka akoranga, kia kore ai e whakapōrearea te waiora o ngā tamariki me tā rātou ako. He wā, he whai wāhitanga anō hoki mō ngā tamariki i a rātou e whakawhitiwhiti haere ana i te whare kōhungahunga, ki te whakahoahoa me te hono atu ki ētahi atu. E hāpaitia ana te whakawhiti pai atu ki te kura e te pakari o ngā hononga ki waenga i ngā mātua, te whānau, te whare kōhungahunga, me te kura. Ko ngā tamariki e whakawhiti atu ana ki te kura, ka whakanuia, ka whakamihia hoki mō ō rātou pūmanawa. Ka āta whakaarohia, ka āta whakamaheretia, ka āta aroturukitia hoki te ako a ngā tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Ahakoa kua āta tuhia te aronga rautaki a te whare kōhungahunga, ka whai hua anō hoki te whakawhanaketanga me te whakatinanatanga o tētahi mahere mahi e hāpai ai i te whakatutukitanga o te whare kōhungahunga i ā rātou whāinga paetawhiti. Tērā ka tāutu pea taua mahere i a wai mā ngā tū whāinga e kawe ai, i ngā mahi pea hei whai ake, ā, i te wā hoki e whakatutukihia ai aua mahi.

Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia whakawhanakehia e te whare kōhungahunga tētahi mahere mahi e ārahi ai i te whakapeto ngoi o ngā kaimahi, ngā kaiwhakahaere, me te whānau ki te whakatutuki i ngā whāinga rautaki i tāutuhia ai mō te whare kōhungahunga.

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. I te wā o te arotake, kīhai Te Tari Arotake Mātauranga i kite i ētahi wāhanga kāhore e whakatutuki ana i ngā herenga ā-ture.

Gloria Takuira

Acting Toka ā-nuku

02 Mahuru, 2019

2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga

1 Evaluation of the Service

How well placed is Tamariki Ātaahua Early Learning Centre to promote positive learning outcomes for children?

How well do children show whanaungatanga in their centre?

Children show aroha and respect to their friends, teachers and visitors to their centre.

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

Background

Tamariki Ātaahua Early Learning Centre is located in Panmure, Auckland. Since the previous ERO review in 2015, the licensed roll has been increased to 81 children with up to 24 under two-year olds. The centre has three age-appropriate learning spaces to meet the learning needs of their children. A new whare was opened at the end of 2018 and sits adjacent to the existing centre. The centre is managed by an experienced leader. Changes in relationships at governance level have caused some disruption to governance duties.

The Review Findings

Tamariki Ātaahua Early Learning Centre is a privately-owned centre. The vision for the centre "Tukua te hinengaro, te tinana, te wairua, kia rere" seeks to prepare children for future success and acknowledges their holistic wellbeing. Shared values such as manaakitanga, whanaungatanga, mahitahi, ako and te ao hurihuri are the foundation for the centre philosophy. Governance oversight is provided by the centre manager who reports on key matters regarding aspects of operations. There are systems in place to guide self review. There is a focus on improvements to teacher practice with an emphasis on professional learning and development. Building staff capability in te reo Māori me ōna tikanga is a focus for the centre. Care for children underpins governance and management decisions. Children benefit from systems that are well managed.

Children's wellbeing and belonging are nurtured. Whanaungatanga and manaakitanga are at the heart of relationships. Staff and management foster respectful, reciprocal communications with parents and whānau. Input from whānau into their children's learning is valued. This affirms and enhances the relationships between staff and whānau. Leaders establish a culture in which children are valued, celebrated and affirmed for who they are and what they bring to their learning. The centre environment is welcoming, warm and friendly. The centre manager is available to discuss concerns with whānau. Relationships are based on genuine attitudes of acceptance, respect and willingness to listen. Whānau contribute willingly to the centre. There is a commitment to care and development that contributes to positive outcomes. Children have an advantage when leadership focuses on improvement of practice.

The curriculum is responsive to the needs and interests of children. Teachers understand children within the context of their whānau, families and wider community. They recognise and acknowledge the whakapapa of all children. Collaborative and project planning guides daily activities. Planning is based on children's interests. Assessment information is available to children, so they can revisit and share their learning. Children enjoy sharing their learning. Assessment information builds children's identity as successful learners. Assessment practices provide parents and whānau with another way of monitoring and contributing to their children's learning. Teachers evaluate their teaching practices and the impact of these on outcomes for children. They provide resources and environments that encourage meaningful and enjoyable exploration. The learning environment is safe, while offering challenges and interest that invite children to become fully involved in a wide variety of activities. Children are engaged and active learners.

Teachers have a good understanding of the way children learn and grow. The learning programme embraces Māori customs, values and beliefs and te reo Māori. Tuākana roles and responsibilities are encouraged. Tuākana have opportunities to support their tēina during karakia, hīmene, waiata and haka. Teachers use te reo Māori during morning mat time. They also draw on a range of strategies to teach te reo Māori including waiata, haka, simple phrases, instructions and questions. Transitions in the learning programme are well managed and ensures there is very little disruption to children's wellbeing and learning. Children moving within the centre are given time and opportunities to establish friendships and connections to others. Successful transition into school is supported by effective partnerships between parents and whānau, the centre and the school. Children moving onto school are celebrated and acknowledged for the gifts that they have. Children’s learning is well considered, planned and monitored.

Key Next Steps

Although the strategic direction of the centre is well documented, it would be useful to develop and implement an action plan that would support the centre to achieve their long-term goals for the centre. This plan could include identifying those who will be responsible for particular goals, what actions might be required, and when these actions will be done.

Recommendation

ERO recommend that the centre develops an action plan to guide the efforts of staff, management and whānau to achieve the strategic goals identified for the centre.

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. During the course of the review ERO did not observe any areas of non-compliance.

Gloria Takuira

Acting Toka ā-nuku

2 September 2019

The Purpose of an ERO Reports

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

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

• Very well placed
• Well placed
• Requires further development
• Not well placed

ERO has developed criteria for each category. These are available on ERO’s website.

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.