38 Tahuna Pa Road, Waiuku
View on map|
Kāhore i te pai te tūnga |
Me whakawhanake ake |
He pai te tūnga |
He tino pai te tūnga |
Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki te whānuitanga o tēnei whakataunga, kua whakarāpopotongia ki raro iho nei.
E tū ana Te Kāhui Iti o Te Kōpū ki Waiuku. Kua raihanatia te whare kōhungahunga mō ngā tamariki 30, me te tekau o aua tamariki ki raro i te rua o ngā tau. E pou here ana ngā tikanga o Ngāti Te Ata i te tirohanga me te tikanga whakaaro o te puna reo. E kāwanatia ana te puna e te Kaporeihana o Te Kōpū. Kei te rōpū ārahitanga matua te kaiwhakahaere, ā, nāna te kawenga o ngā whakahaeretanga o ia rā.
Ka ako ngā tamariki ki tētahi taiao e whakatairanga ana i ngā wawata o Ngāti Te Ata. Ka ako rātou i ngā hītori, ngā pou whenua, me ngā marae o te iwi. He whai wāhitanga mō ngā kaimahi, te whānau, me ngā tamariki ki te ako ngātahi mā ngā huarahi e whai pūtake ana. E tīmata ana te reo ake o Ngāti Te Ata ki te puāwai mai. Ka whakamahia ngā karakia, ngā waiata, ngā haka, ngā mihi, ngā pepeha me ngā whakapapa hei huarahi ki te āta hāpai i te whakawhanaketanga o te reo Māori o ngā tamariki. Ka rongo ngā tamariki i ngā hononga e ahu mai ana i te whanaungatanga. Ka whai pūtake ngā taunekeneke ki waenga i ngā pākeke me ngā tamariki, ā, he whakaute hoki. He mātātoa te tautoko me te ārahi a ngā tuākana i ō rātou tēina. Kua whakaritea e ngā tamariki tō rātou tuakiri, tō rātou aronga toi whenuatanga anō hoki.
He māramatanga ngātahi tō ngā kaiako ki ō rātou tūranga me ā rātou kawenga, i a rātou e mahi ana ki te taha o ngā tamariki. Hei whakapakari i ā rātou whakaritenga, kei ngā kaimahi hou te kawenga ki te ārahi i te mahi whakamahere me te whakapuakitanga o te hōtaka akoranga. He pai te mahi ngātahi a ngā kaiako. E ākina ana tō rātou whakaaro huritao ki ā rātou mahi, puta noa i te rā. Ka āta whakarite i te whai wāhi nui o te reo me ngā tikanga o Ngāti Te Ata ki tā rātou marautanga. Ka whai mōhiohio ngā tuhinga aromatawai. Kei te āta whakaatuhia ngā pūkete ā ia tamaiti, ā, e mau ana i te ngā whakatutukitanga, i runga anō i ngā mātāpuna o Te Kāhui Iti Nei o Te Kōpū. Ka ngākau nui ngā tamariki ki te whakaatu i ā rātou pūkete ki ō rātou whānau. He pai te aromātai a ngā kaiako i te whai huatanga o te hōtaka akoranga. Ko te ako a ngā tamariki me tō rātou whakawhanaketanga te aronga matua.
He ākonga pakari ngā tamariki. Ka ako ngātahi ngā pēpi me ngā tamariki tuākana mā tētahi hōtaka akoranga i āta tuituia ai. He pai ngā rauemi o te taiao nei, ā, ka whakaratohia ngā taumahi e whakawero ana i ngā tamariki, ā, e tahuri ana hoki i a rātou ki te ako. Ka kōkiri ngā pākeke i ngā whakawhitinga kōrero, ka āta tautoko, ka whakamihi, ka akiaki hoki rātou i ngā tamariki i ia te wā, i a rātou e mahi ana. He ātaahua, he muramura, he hihiri hoki te taiao wāteatea o roto. He wāteatea hoki te wāhi o waho, e whakawātea ana i ngā tamariki ki te tūhura haere. E wātea ana hoki ngā tamariki ki te whai i ō rātou ake ngākau nuitanga. He whai wāhitanga mō rātou ki te haere ki ngā kaupapa i ō rātou marae. He ākonga harikoa ngā tamariki.
E kāwanatia ana te whare kōhungahunga e tētahi poari, ā, e whai hua ana āna mahi ki te whakahaere i ngā whakaritenga. Kua whakatakotohia e te poari o te whare kōhungahunga ngā aronga rautaki e whai pānga nui ana ki tō rātou tirohanga, tā rātou tauāki taketake, ngā whāinga, me te tikanga whakaaro. He pakari rātou ki te āta whakarite i te whiwhinga o ngā tamariki i te tino tūāpapa mō te āta ako, me te eke angitu, mō te wā kei tua atu tonu i a rātou. Ki tā rātou titiro, ka hāngai pū tēnei ki te whakaratonga o te mātauranga kōhungahunga o te kounga kairangi mō ngā whānau me ngā tamariki. Ka whakamōhiotia te mahere rautaki ki ngā whāinga o tā rātou tauāki taketake. He mārama ki te whānau ā rātou whāinga me ā rātou kaupapa matua mō te whare kōhungahunga. Ka whakatutukihia te arotake whaiaro, puta noa i te whānuitanga o ngā tūmomo kaupapa. Ka whai hua te aronga ki ngā painga mō ngā tamariki. Nā te whakapai tonutanga i ia te wā e whai hua ana ngā tamariki. Ka hāngai ngā kaupapa here ki tēnā e tohungia ana e Te Kōpū, arā, ko te pūtake o te poipoi i te tamaiti. Ka whai hua ngā tamariki nā te pai o ngā wheako akoranga me ngā whai wāhitanga ako, hei tūāpapa mō rātou.
Ahakoa kua whakaritea e te poari tētahi mahere rautaki mō te whare kōhungahunga, kāhore anō rātou kia whakawhanake i tētahi mahere mahi hei whakatutuki i ā rātou whāinga me ā rātou kaupapa matua. He mea nui kia aroturuki, kia pūrongo, kia whakatakoto hoki te whānau i ia te wā i ā rātou whāinga me ā rātou whakatutukitanga mō te pae tata. Ka rōnaki tēnei i ngā whakaritenga mō te whakawhanake tonutanga o te whare kōhungahunga ā meāke nei.
Kia whakaoti, kia whakatinana hoki i tētahi mahere mahi e hāngai ana ki te mahere rautaki o te whare kōhungahunga.
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:
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.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kāhui Iti Nei o Te Kōpū i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
12 Kohitātea, 2017
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Te Kāhui Iti Nei o Te Kōpū is in Waiuku. The centre is licensed for a maximum of 30 children including up to 10 children under two years old. Ngā tikanga o Ngāti Te Ata underpins the vision and philosophy of the puna reo. The puna is governed by Te Kopu Incorporated. The senior leadership team includes the manager who has responsibility for all daily operations.
Children learn in an environment that promotes the aspirations of Ngāti Te Ata. They learn about iwi histories, landmarks and local marae. Kaimahi, whānau and children have opportunities to learn together in purposeful ways. The unique dialect of Ngāti Te Ata is emerging. Karakia, waiata, haka, mihi, pepeha and whakapapa, are strategies used to support children’s te reo Māori development. Children experience relationships that are based on whanaungatanga. Interactions are purposeful and respectful between adults and children. Tuakana actively support and guide their teina. Children have established a sense of identity and belonging.
Teachers have a shared understanding of their roles and responsibilities when working with children. In order to strengthen their practice, new staff are charged with the responsibility to lead planning and the delivery of the learning programme. Teachers work well together. They are encouraged to reflect on their work throughout the day. Teachers ensure te reo o Ngāti Te Ata and tikanga contributes to their curriculum. Assessment records are informative. Well-presented individual portfolio books contain evidence of achievement against ngā mātāpuna o Te Kahui Iti Nei o Te Kopu. Children enjoy sharing their portfolio books with their whānau. Teachers evaluate the effectiveness of the learning programme well. Children's learning and development is a priority.
Children are confident learners. Babies and older children learn together in an integrated learning programme. The environment is well resourced and provide activities to challenge and engage children. Adults initiate conversations, provide regular support and praise and encourage children as they work. The open plan indoor environment is attractive, colourful and inviting. The outdoors is spacious and allows children to explore freely. Children are free to follow their own interests. They have opportunities to attend activities on their marae. Children are happy learners.
The centre is governed by a Board which manages the operations effectively. The Centre board has set strategic directions that reflects their vision, mission, goals and philosophy. They are set to ensure that children will be provided with the best possible start as life-long learners and achievers. see this as critical to the provision of a high quality early childhood service for whānau and children. The strategic plan is informed by their mission statement goals. Whānau are clear about the goals and priorities of the centre. Self-review occurs across a range of kaupapa. The focus on outcomes for children is effective. Continuous improvements benefit the children. The policies reflect what Te Kopu symbolises which is the original source of childhood nurturing. Children benefit from best early learning experiences and opportunities.
While the Board have in place a strategic plan for the centre, they have yet to develop an action plan to realise their goals and priorities. It is important that whānau regularly monitor, report and record their short term goals and achievements. This will support sustainable practice for the future development of the centre.
Complete and implement an action plan aligned to the centre strategic plan.
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.
The next ERO review of Te Kāhui Iti Nei o Te Kōpū will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
12 January 2017
|
Location |
Waiuku |
|||
|
Ministry of Education profile number |
25433 |
|||
|
Licence type |
Education & Care Service |
|||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|||
|
Number licensed for |
30 children, including up to 10 aged under 2 |
|||
|
Service roll |
29 |
|||
|
Gender composition |
Girls 10 Boys 19 |
|||
|
Ethnic composition |
Māori |
100% |
||
|
Percentage of qualified teachers |
0-49% |
|||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Meets minimum requirements |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
||
|
Review team on site |
November 2016 |
|||
|
Date of this report |
12 January 2017 |
|||
|
Most recent ERO report(s) |
Education Review |
November 2013 |
||
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Te Kāhui Iti Nei o te Kōpū is located the grounds of Tāhuna Marae on the Awhitu peninsula, near Waiuku township. The puna reo opened in 2008 and is a Ngāti te Ata initiative. It is part of an iwi 20year plan for early childhood education and builds on a series of longstanding Ngāti te Ata education traditions.
The iwi plan focuses on the revitalisation of te reo o Ngāti te Ata and on providing high quality educational experiences and outcomes for its tamariki and whānau. Iwi aspirations for a learning centre were expressed in 1854 and the vision of a ‘childhood assembly’, where children rise to their potential, was later articulated by King Mahuta. This vision is encapsulated in the name Te Kāhui Iti Nei. These strong historical, iwi and community foundations are important features of this puna reo.
The puna reo was established by Te Kōpū Incorporated, after extensive consultation with kaumātua, the community and whānau. Iwi, the marae and whānau are represented in governance and management. Leadership roles in the puna relate to iwi liaison, te reo me ōna tikanga, and professional teaching practice. Two kaiako are provisionally registered teachers, three are studying towards early childhood education qualifications and two hold kōhanga reo certificates.
Te Kāhui Iti Nei programmes are underpinned by the iwi curriculum and assessment framework, Ngā Mātāpuna o Ngāti te Ata, and Te Whāriki, the early childhood curriculum. The puna also draws on a variety of Māori traditions, pedagogies and frameworks for its philosophy of teaching and learning, and for its operations, consultation and self review.
This is ERO’s first review of Te Kāhui Iti Nei o te Kōpū.
Whakawhanaungatanga is a feature of Te Kāhui Iti Nei o te Kōpū. A variety of successful strategies has been used to engage whānau in extending their own learning and in developing programmes for tamariki. Whānau have been involved in the development of the puna reo and an ongoing partnership with whānau is both a strength and a goal of the puna.
A playgroup meets in a building in the puna grounds. It offers an opportunity for children from the community and their whānau to develop connections with the puna whānau and to become involved in the education kaupapa. The playgroup illustrates a focus on building capability and supports the sustainability of Te Kāhui Iti Nei. Kaiako and kaiārahi know tamariki and their whānau very well.
Tamariki are immersed in te reo me ngā tikanga o Ngāti te Ata and are exposed to good quality language in meaningful everyday situations. Teachers have undertaken an in-depth review of their strategies for supporting tamariki to become capable communicators in te reo Māori, and have established processes for monitoring and building on progress. Although their levels and use of te reo vary, tamariki have good levels of understanding of te reo and respond readily. Some whānau are actively building their use of te reo to support their tamariki.
Tamariki are very well supported to develop a strong sense of identity, belonging and connectedness, both in Te Kāhui Iti Nei and at Tāhuna Marae. Kaiako make good use of the marae setting and the surrounding grounds to extend children’s learning and creativity in a variety of areas, including tikanga and kaitiakitanga. Tamariki support kaikōrero at the marae with waiata learnt at the puna. Tuakana/teina relationships support learning in the puna.
Tamariki also have good opportunities to use and experiment with information communication technologies (ICT) to support their learning. They learn about their place in the wider world and how they can make a contribution to help others. Literacy and numeracy learning is included in children’s activities in meaningful ways.
Programmes develop around, and are extended over time according to, children’s strengths and evolving interests. Kaiako keep informative assessment records for individual children that reflect this approach. Assessment, planning and evaluation practices focus on learning outcomes for children, using ngā mātāpuna and the goals of Te Whāriki. Whakapapa connections and whānau relationships and aspirations are an integral part of assessment and planning.
Pou ārahi is a strength in the puna reo. The benefits of strong leadership and modelling in te reo me ngā tikanga o Ngāti te Ata and in early childhood teaching practice are increasingly evident. Effective leadership is particularly apparent in records of in-depth, collaborative self review. This review is research based and clearly linked with the iwi strategic vision. There is a well established culture of reflection and review that is focused on improving both kaiako practice and outcomes for tamariki and their whānau.
Kaiārahi plan to continue building the capabilities of kaiako in both te reo and early childhood education practices using ongoing professional development and current self-review processes. Improvements in the outdoor learning environment are planned and a review of indoor areas has begun. Improving the layout and resourcing of play areas should be a priority and will help kaiako to:
More specific links between policies, procedures and the 2008 early childhood regulations and licensing criteria would support ongoing rigour in the existing good processes for policy review. Teachers’ appraisal and registration processes should be aligned with the criteria for registered teachers. It would be worthwhile to use existing contacts with professional expertise in early childhood education for support in these areas.
Kaiārahi could also consider more clearly linking reports to the governance board with annual and long-term plans in order to show incremental progress and next steps towards achieving broader strategic goals.
Before the review, the staff and management of Te Kahui Iti Nei o Te Kopu completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Te Kahui Iti Nei o Te Kopu will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
4 November 2013
|
Location |
Waiuku, Auckland |
||
|
Ministry of Education profile number |
25433 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 10 aged under 2 |
||
|
Service roll |
29 |
||
|
Gender composition |
Boys 18 Girls 11 |
||
|
Ethnic composition |
Māori |
29 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
0-49% |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
July 2013 |
||
|
Date of this report |
4 November 2013 |
||
|
Most recent ERO report(s) |
No previous 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.
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.