28 Railway Road, Rotorua
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga me ngā kaiārahi, ngā whānau, ngā kaiako me ngā hapori o ngā Puna Reo, o ngā Whare Kōhungahunga rānei ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.
Ko Ngongotahā te maunga.
Ko Rotorua nui a Kahumatamomoe te moana.
Ko Te Koutu te whenua
Ko Ngāti Whakaue te iwi.
Ko Ngāti Karenga te hapū.
Ko Te Koutu te marae.
Ko Te Pākārito ahau.
E tū ana a Te Pākārito ki Rotorua. Kua pou herea ngā whakahaeretanga i te whare kōhungahunga, ki Te Ōhākī a Houmaitawhiti. Ko tā Te Ōhākī, he whakamahara i te whānau ki te oke tonu i tā rātou whai i te hiranga i roto i ngā tini kaupapa katoa o tō rātou nā ao. Whai muri i te arotake o mua, kua whakatutukihia te tangongitanga o ngā wero, mā te aronga pūmau ki te whai rongoā.
He pai te whakapuaki a ngā mokopuna i tō rātou māramatanga ki te reo Māori me ngā tikanga Māori, puta noa i te whānuitanga o ngā tūmomo horopaki.
E ako ana ngā tamariki ki tētahi taiao e whakamana nui ana i te reo Māori. He aronga manawanui tā Te Pākārito mō te whakatinanatanga o te reo Māori. Ka tū ngā pouako hei tino tauira o te reo Māori. Kua whakaritea ētahi kura reo ā-whānau mō te whare kōhungahunga, hei whakapiki ake i ngā āheinga reo o ngā pouako, hei whakawhānui anō hoki i ngā āheinga reo o ngā tamariki. Ka whai wāhi atu ngā tamariki ki te tangongitanga o ngā horopaki reo ōkawa, tae atu ki te marae me te whakatau manuhiri, pērā i ngā tāngata taketake nō tāwāhi. I aua taunekeneke, ka ako ngā tamariki i ngā āhuatanga e pā ana ki ngā reo taketake o iwi kē. Ka whakamaheretia ngā tukanga whakawhiti, kia whai hua ai ngā whakawhitinga, puta noa i te whare. Ka pupū ake ngā whakawhitinga kōrero ki waenga i ngā tamariki, ā, ka kōrero tonuhia puta noa i ngā taumahi katoa. Whakapuakihia ai ngā kupu hou i ia te wā ki ngā taumahi ako, hei whakawhānui ake i ngā puna kupu a ngā tamariki. E whakawhanake ana ngā tamariki i tō rātou māramatanga ki te tuakiri mā te reo Māori me ngā tikanga Māori.
Ka tautuhi Te Ōhākī a Houmaitawhiti i te tuakiri, ā, e pou here ana i ngā whakaritenga me ngā tukanga katoa e pā ana ki ngā mahi kāwana i Te Pākārito. Ka hāpai i te whakawhenuatanga, ā, e noho pūmau ana ki ngā hui ā-whānau katoa. Kua tuituia ki ngā tuhinga matua, pērā i ngā mahere rautaki me ngā mahere ā-tau, tae atu ki ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. Ka poipoi ngā pou whakahaere i te whai wāhi nui me te ngākau nuitanga o ngā pouako whakaako. He tino puna mātauranga, puna mātanga tō rātou e hāpai ana i te kounga o ngā whakahaeretanga ki Te Pākārito. Ko te tuku atu i ētahi o ngā kawenga ki tāngata kē atu, i whakamāmā ake ai i te pīkau mahi kāwana, ā, kua whakahāngai ake i te hihiri ki ētahi atu o ngā kaupapa matua. He pakari ngā tohutohu o waho, ā, kua whakakaha ake taua tūāhuatanga i ngā tukanga e pā ana ki te whakatau whakaritenga. Ko te kimi pouako me te whakawhanake i ngā āheinga o ngā pouako ētahi kaupapa matua e whāia tonuhia ana. He pakari ngā tukanga e pā ana ki te hauora me te haumaru. He pai ngā tukanga aromātai o roto, ā, kua tautuhia ngā whakaritenga matua ka whai ake mō Te Pākārito. Ko te ako a ngā tamariki, ko tā rātou noho haumaru, whai oranga hoki kei te pūtake o ngā whakaritenga kāwana.
Ka āta whakatupu ngā kaiārahi i ngā pūmanawa ngātahi e hāngai ana ki Te Ōhākī a Houmaitawhiti. He nui ngā tūmanako o ngā kaiārahi, ā, e whakapono ana rātou, he tino taonga te tangata, nō reira ka haumi rātou i ngā pouako. I ngā wā katoa ka rapu rātou i ngā whai wāhitanga o roto, o waho hoki i te kōhanga reo e whakapakari ake ai i ngā pūmanawa o ngā pouako. Ko te whai i te tātari matea ka āta whakatau i te whakahāngaitanga o te ako ngaio ki ia pouako. Ka ū ki te whai i te hiranga, mā te tirohanga ki te whakatairanga ake tonu i te āhua mahi. Kua whakatakotohia ngā huarahi whakawhiti mōhiohio, ā, he mārama, he riterite hoki. Ka whakamahia hoki Te Ōhākī a Houmaitawhiti mō ngā whakaaro huritao. Ko te whakanuitanga o ngā whakatutukitanga o ngā tamariki, mai i waho atu i te kōhanga reo, kua whakakoia i te ārahitanga me ngā whakaritenga i Te Pākārito. E whiwhi ana ngā tamariki i ngā akoranga i whakaratohia ai e ngā mātanga whai hua.
Ko te aronga a Te Pākārito mō te poipoi i te taha auaha o ngā tamariki, e kitea ana ki te tukanga whakamahere ngohengohe e kōkirihia ana e ngā ngākau nuitanga o ngā tamariki. Ka whakawhanake ngā pouako i ā rātou ake rautaki mō te whakaako me te ako. Ka whai wāhi ngā wawata o te whānau ki te hōtaka akoranga, mā ngā whakawhitinga kōrero i ia te wā ki te taha o ngā pouako. Ka arotake ngātahi ngā pouako i te marautanga mā ngā hui auau me ngā whakawhitinga kōrero. Ka whakapuaki te whānau i ō rātou mōhiotanga me ō rātou pūkenga mā te whānuitanga o ngā tūmomo huarahi, hei hāpai pū, hei tautāwhi hoki i te ako a ngā tamariki. Ka whakatakotohia te ako a ngā tamariki mā te tangongitanga o ngā mahi aromatawai. Ka whakamahia ngā mōhiohio aromatawai hei rauemi ako. Ka pūrongo ngā kaiako ki te whānau mā ngā huarahi maha. Ka hāpai ngā pae pāpāho pāpori i te āheinga o ngā pouako me ngā whānau ki te whakawhiti kōrero i taua wā tonu. Ka whai hua ngā tamariki nā te whai aronga o ngā akoranga.
Ahakoa kua whakatakotohia te mahere rautaki, e ai ki ngā pou whakahaere, kua tae ki te wā ki te arotake i ā rātou kaupapa rautaki matua. Ka hāpai taua arotakenga i te whakatinanatanga o te whānau i ā rātou whāinga pae tawhiti. Ka whai hua ngā tamariki i te wā e āta whakaarohia ana ō rātou matea mō meāke nei.
Ahakoa kua whakatakotohia ngā whakaritenga aromatawai, e rapu huarahi tonu ana ngā pouako i ia te wā, ki te whakapai ake i ā rātou whakaritenga. He pae hiko hou tā rātou e kīia nei ko CANVA. E ai ki ngā pouako, kei te whai māramatanga tonu rātou ki te taputapu aromatawai nei, kia āta hāngai ai ki tēnā e hiahiatia ana. E tautoko ana Te Tari Arotake Mātauranga i te aronga e whāia ana e ngā pouako. He mea nui kia aromātai tonu ngā pouako i te whai huatanga o ā rātou mahi aromatawai. Ka whai painga ngā tamariki mā ngā aronga e arotahi ana ki te whakapai tonutanga.
E ai ki ngā kaiārahi, kei te ako rātou i te huringa taiāwhio whakawhanaketanga ngaio, mā roto mai i te whakatinana haere. Kua kōkirihia te tukanga, ā, kua whakaritea ngā wānanga kia whai māramatanga ai. E whakaae tahi ana ngā kaiārahi me Te Tari Arotake Mātauranga, he mea nui kia whakapakari tonuhia tō rātou māramatanga, ā, kia whakatōngia hoki te pūnaha nei. He painga mō ngā tamariki i ngā kaiārahi whai hua mō meāke nei.
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha o te ratonga ki te whakahaere i ngā wāhanga e whai pānga nui ai ki te waiora o ngā tamariki, arā, ki:
te haumaru ā-whatumanawa, tae atu ki te ārahi mauritau me te ārai tamariki
te haumaru ā-tinana, tae atu ki te mātakitaki tamariki, ngā whakaritenga whakamoe, ngā aituā, te whāngai rongoā; ngā ritenga akuaku; me ngā kaupapa here, ngā tukanga hoki mō ngā haerenga whakawaho
te tū tika o ngā pouako, tae atu ki te tika o ngā tohu mātauranga, ngā mahi arowhai a ngā pirihimana, me te tatauranga ki waenga i te kaiako me te tamaiti
ngā whakaritenga hōneatanga me ngā tikanga hōneatanga e pā ana ki te ahi me te rū whenua.
Ki tā ngā herenga, mā ngā ratonga mātauranga kōhungahunga katoa e whakatairanga te hauora me te haumaru o ngā tamariki, ā, mā rātou anō e arotake i ia te wā, tā rātou whakatutukitanga o ngā herenga ā-ture.
I whakawhanakehia e Te Tari Arotake Mātauranga me ngā kaiārahi o te puna reo, o te whare kōhungahunga rānei, te taunakitanga e whai ake, arā, kia whakatutuki tonuhia ngā whakaritenga matua i tautuhia ai ki tēnei pūrongo kia whai ake.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Service
30 Pipiri, 2023
7 Ngā kōrero e pā ana ki te puna reo
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Te tūwāhi |
Kei Rotorua |
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Te tau a te Tāhuhu o te Mātauranga |
47111 |
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Te tūmomo raihana |
He Ratonga Mātauranga me te Atawhai |
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Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
32, kia tokorima ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
28, tokowhā kei raro i te rua o ngā tau |
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Ngā hononga ā-iwi |
Māori 28 |
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Te ōrau o ngā pouako kua whakawhiwhia ki ngā tohu mātauranga |
80%+ |
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Te tatauranga i pūrongotia ai, ki waenga i ngā pouako me ngā tamariki |
Ki raro i te rua o ngā tau |
1:3 |
He pai ake i ngā herenga tikanga mōkito |
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Ki runga ake i te rua tau |
1:5 |
He pai ake i ngā herenga tikanga mōkito |
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Te wā i te whare kōhungahunga te rōpū arotake |
Haratua 2023 |
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Te wā o tēnei pūrongo |
30 Pipiri 2023 |
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Ngā pūrongo o mua a |
Arotake Tuatahi, Pipiri 2018 |
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The Education Review Office (ERO) in collaboration with Puna Reo or Whare Kōhungahunga leaders, whānau, kaiako and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability.
Ko Ngongotaha te maunga.
Ko Rotorua nui a Kahumatamomoe te moana.
Ko Te Koutu te whenua
Ko Ngati Whakaue te iwi.
Ko Ngati Karenga te hapū.
Ko Te Koutu te marae.
Ko Te Pākārito ahau.
Te Pākārito is located in Rotorua. The centre operations are underpinned by Te Ōhākī a Houmaitawhiti. Te Ōhākī reminds whānau to have a constant drive to attain excellence in all aspects of life. Since the previous review a variety of challenges have been successfully achieved through dedicated solution focused approaches.
Children express their understanding of te reo Māori and tikanga Māori very well across a range of contexts.
Tamariki learn in an environment where te reo Māori is a priority. Te Pākārito has a no compromise approach to the implementation of te reo. Pouako are strong te reo Māori language models. Whānau inspired internal kura reo are planned to increase pouako language capability and extend tamariki language abilities. Tamariki experience a variety of formal language contexts including marae and whakatau for groups including international indigenous visitors. During these interactions they learn about other ethnic language from abroad. Tamariki lead their own learning and engage in conversations with each other and adults for sustained periods of time. Kupu hou are introduced regularly into learning activities to extend tamariki vocabulary. Tamariki are developing their understanding of identity through te reo Māori and tikanga Māori.
Te Ōhākī a Houmaitawhiti defines identity and underpins all governance practices and processes at Te Pākārito and is woven throughout key documents such as strategic and annual plans, and health and safety policies and procedures. There is a collective wealth of knowledge and expertise that support quality operations at Te Pākārito. Outsourcing some responsibilities has eased governance workload and allowed pouako to focus more effectively on teaching and learning. Sound external advice has added rigour to decision making processes. Recruitment and developing staff capability are ongoing priorities. Rigorous health and safety processes are in place. Good internal evaluation processes have identified key next steps for Te Pākārito. Tamariki learning and wellbeing are at the centre of governance practices.
Te Ohākī a Houmaitawhiti underpins all aspects of leadership. Leaders have high expectations and believe that people are their greatest resource, so they invest in staff accordingly. They continually seek opportunities to strengthen pouako capability. A needs analysis approach ensures that professional learning is bespoke for individual pouako. Clear, consistent and transparent communication processes are in place. Te Ōhākī a Houmaitawhiti is used as a tool for ongoing pouako reflection. Tamariki experience purposeful learning by teachers committed to enhancing their professional practice.
Te Pākārito’s approach to nurturing children’s curiosity is reflected in the flexible planning process that is driven by children’s interests. Pouako develop a range of strategies to support teaching and learning. Whānau aspirations are included in the learning programme through regular ongoing conversations with pouako. Pouako collaboratively review the curriculum through regular hui and discussions. Whānau contribute their expertise and skills in a variety of ways that support tamariki learning. A range of assessment approaches are used to highlight learning. Kaiako report to whānau in multiple ways including through an online platform that enables real time communication between pouako and whānau. Tamariki benefit from informed teaching that promotes their strengths and interests.
While the strategic plan is in place, pou whakahaere have acknowledged it is time to review their strategic priorities. This will assist whānau to realise their long-term goals. Tamariki benefit when their future needs are well considered.
Although assessment practices are in place, pouako are constantly searching for how they can improve their practice. They have a new electronic platform called CANVA. Pouako acknowledge they are still developing their understanding around this assessment tool so that it can best serve their purpose. ERO supports the direction that pouako are taking. It is important that pouako continue to evaluate the effectiveness of their assessment practices. Tamariki benefit from improvement focused approaches.
Leaders have acknowledged that they are learning how best to implement a professional growth cycle for pouako. The process has been initiated and wānanga are planned to develop their understanding. Leaders and ERO agreed that it is important to continue to explore and embed this process. Tamariki learning is enhanced through a pouako focus on ongoing improvement.
During the evaluation, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO recommends that pouako, leaders and whānau work collaboratively to address the key next steps identified in this report.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
30 June 2023
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Location |
Rotorua |
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Ministry of Education profile number |
47111 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
32 children, including up to 5 aged under 2 |
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Service roll |
28 children, including up to 4 aged under 2 |
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Ethnic composition |
Māori 28 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:5 |
Better than minimum requirements |
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Review team on site |
May 2023 |
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Date of this report |
30 June 2023 |
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Most recent ERO report(s) |
First review, June 2018 |
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Kāhore i te pai te tūnga |
Me whakawhanake ake |
He pai te tūnga |
He tino pai te tūnga |
Ka kitea ki ngā tamariki tō rātou māramatanga ki Te Ōhākī a Houmaitawhiti mā te āhua o ā rātou whakautu, mā tā rātou whai wāhi atu hoki, puta noa i te marautanga.
Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki tēnei whakataunga i whakarāpopotohia ai ki raro iho nei.
Kua kotahi tau a Te Pākārito e whakahaerehia ana, ā, koia nei te arotake mātauranga tuatahi ki tēnei whare kōhungahunga. Kua whakatūngia te whare kōhungahunga ki te papakāinga o te whānau Haronga, ki Rotorua. Kua āta whakapūmautia ki te whakatakotoranga o te whare kōhungahunga, ko ngā pūmahara o te whānau, ā, he kāinga tonu te āhua hei whakaahuru i ngā tamariki me ō rātou whānau. He hononga ā-whakapapa tō ngā tamariki katoa ki Te Arawa, ā, he tātai whakapapa anō hoki tō te nuinga o rātou ki te whānau ake o te papakāinga nei.
E whakarato ana a Te Pākārito i te atawhai me te mātauranga o te wā kikī, mā te reo, ngā tikanga, me ngā hītori o Te Arawa. E ahu mai ana te tikanga whakaaro o te whare kōhungahunga i Te Ōhākī a Houmaitawhiti. Ki tā te whānau whakamārama, ka akiaki Te Ōhākī i te whai i te hiranga me te auaha mā ngā horopaki tonu o Te Arawa. Ki tā te whānau – ki tā ngā tamariki hoki – koia nei te tūāpapa o ngā hononga katoa, ngā whakawhitinga kōrero katoa, me ngā whakahaeretanga. Ka mahi ngātahi te whānau ki te āta whakarite i te kounga o ngā putanga mō ngā tamariki. Ka hāngai hoki tēnei ki te whakarato i ngā puna kōrero reo Māori o te kounga kairangi e mau ana i ngā tohu whakaako i roto i te mātauranga. He mātau ngā pouako ki te āhua o ngā mahi e whakatinana ai i ngā wawata e puritia ana e te katoa.
Ka hāpaitia ā-kāwana nei te whare kōhungahunga o Te Pākārito e te umanga taunaha tāpui a Te Pākārito. Ko tā rātou whāinga, kia whakaritea ngā pūnaha pakari ka āta whakapūmau i te rōnakitanga, puta noa i ngā whakahaeretanga katoa. Kua kitea ki te rōpū kāwana, tō rātou ngākau nui ki te whakatinana i te arotake o roto hei huarahi e hāpai ai i te whakapai tonutanga. E hāngai ana ā rātou whakataunga ki Te Ōhākī a Houmaitawhiti. E mōhio ana rātou, e tika ana kia whakapakarihia tā rātou tirohanga whakaaro, puta noa i ngā whakahaeretanga katoa. Ka āta whakarite te rōpū kāwana i te hāngaitanga o ngā kaupapa here me ngā tukanga katoa ki te wā, me te aronga matua tonu ki te hauora me te haumaru o ngā tamariki. Ka kawe rātou i ngā mahi e pā ana ki te whakahaeretanga o ngā kaimahi me te aronga rautaki o Te Pākārito. Ka whakakotahi te tauira kāwana nei, ā, ka poipoi hoki i ngā hononga whakatairanga ki te whānau whānui. He nui te noho whakapono ki ngā taumata katoa o aua tū hononga. Kua whakaritea ngā tino hononga nahanaha ki te hapori whānui, ā, e whakakoia ana anō hoki tēnei i te nui o te whakawhirinaki ki te āhua o ngā mahi whakahaere ki Te Pākārito. Ko te kounga o te atawhai me ngā painga mō ngā tamariki e pou here ana i ngā whakataunga katoa. E whiwhi ana ngā tamariki i ngā painga e ahu mai ai i te āta whakahaeretanga o ngā pūnaha.
Ko ngā whakaritenga a Te Pākārito e ahu mai ana i tētahi tauira ki te ārahi ngātahi. Ki tō rātou whakaaro, e tika ana kia whai wāhi mai te katoa ki te ārahitanga o tā rātou kaupapa, tae atu hoki ki ngā tamariki. Kua āta tūhonohono ngā pouako ki te whānau. Ka aro nui rātou ki ngā take, ngā āwangawanga, me ngā wawata o ngā whānau mō ā rātou tamariki. He aronga pūmanawa tā rātou ki te whakatupu i ngā mōhiotanga me ngā pūkenga o te whānau me ngā pouako. He nui ngā tūmanako, kia whakatutukihia te kounga o ngā putanga ki ngā tamariki, mā te āhua tonu o te atawhai me te ako. Whakatinanahia ai e ngā pouako i ia te wā ngā tauira pakirehua, hei whakapai ake i ā rātou mahi ki te taha o ngā tamariki. He aronga anō hoki ki ngā whakaritenga ngaio me te whakapakaritanga ake o ngā āheinga o te rōpū pouako. E tino noho pūmau ana ngā pouako ki Te Ōhākī a Houmaitawhiti. Ka whakapau kaha rātou kia whakatōngia Te Ōhākī, puta noa i ā rātou whakaritenga. Ka whai hua ngā tamariki i te wā ka arotahi te ārahitanga ki te whakapai tonutanga o ngā whakaritenga.
E aro nui ana te marautanga ki ngā matea ako o ngā tamariki. Ka kitea ki ngā mahere hōtaka o tēnei wā, ko ngā ariā e pā ana ki Te Ōhākī me Te Arawatanga. Kua tāutuhia te whānuitanga o ngā tūmomo rautaki, tūmomo rauemi hoki hei āta whakarite i te tika o te whakatinanatanga. Ka whakamahi ngā pouako i ngā ariā Māori, ariā auraki hoki ki te whakawhanake i ngā kōkiritanga hou me ngā hōtaka hou. Ka whai wāhi mai te whānau ki ngā mahi e aromātai ai i te hōtaka akoranga. Ka aro nui rātou ki te āhua o te hōtaka ki te whakatutuki i ngā taera ako, ngā pūmanawa, me ngā ngākau nuitanga hoki o ngā tamariki. Kua whai whakaaro hoki ki te whakapakari ake i te tūmāia o ngā tamariki me tō rātou āheinga ki te ako me te pupuri i ngā mātauranga. He tino aronga ki te whakapai ake i te whai huatanga me te kounga o ngā akoranga a ngā tamariki. Ka aroturukitia te ako a ngā tamariki me tō rātou whakawhanaketanga, ā, ka tuhia ki te Paki Ako me te Paki Rito a ia tamaiti. He āhuatanga tēnei hei whakawhanake tonu i ia te wā. E āta whakamaheretia ana, e āta aroturukitia ana hoki te ako a ngā tamariki.
E hāpaitia ana te eke angitu a ngā tamariki hei ākonga. Ka āta aroturuki ngā pouako i ngā mahi a ngā tamariki. E whakapono ana rātou, ka whai pānga nui ngā mata o te marama ki te whanonga o ngā tamariki. Koia nei tētahi o ngā tikanga Māori e whakapuakihia ana hei tātari i ngā tino wā ako, me ngā tino wā whai wāhitanga anō hoki o ia tamaiti. He aronga anō hoki e hāpai ana i te whānau ki te tāutu i ngā wā e tika ana ki te āta ārahi i ngā tamariki. Ka ako anō hoki ngā tamariki i te whai pānga ake o te marama ki a rātou anō. Nā tēnei, e āhei ana ngā tamariki tuākana ki te tātari i ō rātou matea ake. He tino tautoko tō te hono o ngā tamariki ki ētahi atu. Ka noho pūmau te whakaute, te manaaki, te aroha, me te awhi i ngā wā katoa. He mātātoa te whai wāhi atu a ngā pouako me te whānau ki ngā akoranga a ngā tamariki. Kua āta waihangatia te wāhi ako o roto kia rite ai te āhua ki te kāinga. E hāpai ana te wāhi o waho i te tūhura me te hīraurau hopanga a ngā tamariki. Ka kitea ki ngā tamariki tā rātou tino whai kawenga i roto i ngā taiao e rua. He whai wāhitanga anō hoki e whakaratohia ana, kia āhei ai ngā tamariki ki te tātari i ō rātou ake huarahi ako. He ngākau titikaha tō ngā tamariki ki te ako me te tūhura haere.
E whanake haere ana ngā whakaritenga aromatawai. I tāutuhia e te whānau i mua i te arotake, ka tupu tonu te āhua o ā rātou mahi ki te kapo atu me te whakatakoto haere i te ako a ngā tamariki. Ka āta whakarite tēnei i te hāngai pū o aua mahi ki Te Ōhākī a Houmaitawhiti. Ko te aroturuki tonutanga o ngā aromatawai a ngā tamariki e tohu ana i te kaha o te whakaaro huritao i roto i ngā whakaritenga ngaio.
Kua tāutuhia e te whānau, e tika ana kia rapu rātou i ngā huarahi ka tuitui haere i Te Ōhākī a Houmaitawhiti ki ngā whakahaeretanga katoa o te whare kōhungahunga. Ka whakapakari tēnei i te tūāpapa me te takune a te umanga taunaha tāpui a Te Pākārito. Ka whakatairanga tonu anō hoki taua āhuatanga i te riterite o ngā whakaritenga, puta noa i ngā mahi kāwana, ngā mahi whakahaere anō hoki a Te Ōhākī. He mauritau ake ngā tamariki i te wā he riterite te āhua o ngā whakaritenga.
Kāhore anō kia āta tautuhia te whakatakotoranga o ngā tūranga, ngā kawenga mahi, me ngā takohanga. Kāhore i te tino mārama ki ētahi o ngā mema, te rerekētanga o te kāwana ki te whakahaeretanga o te whare kōhungahunga. Nā te ekenga ki te kotahi tau o ngā whakahaeretanga, kua tae ki te wā kia āta whakamāramahia taua tūāhuatanga hei painga mō Te Pākārito. Ka whai hua ngā tamariki mā te āta tautuhi i ngā tū kawenga.
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. Kīhai ētahi take i tāutuhia ai i te wā o te arotake.
Ka aromātai anō Te Tari Arotake Mātauranga i Te Pākārito i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
18 Pipiri, 2018
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Te tūwāhi |
Kei Rotorua |
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Te tau a te Tāhuhu o te Mātauranga |
47111 |
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Te tūmomo raihana |
He Ratonga Mātauranga me te Atawhai |
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Te tūre raihana |
Ture Mātauranga (Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
30 ngā tamariki, kia tokorima ki raro i te rua o ngā tau |
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Te tokomaha kei te rārangi ingoa |
27 ngā tamariki |
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Te ira tangata |
Kōtiro 8 Tama 19 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Ōrau o ngā kaiako e mau ana i ngā tohu mātauranga |
80% + |
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Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki |
Ki raro i te rua tau |
1:3 |
He pai kē atu i ngā herenga tikanga |
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Ki runga ake i te rua tau |
1:5 |
He pai kē atu i ngā herenga tikanga |
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Te wā i te whare kōhungahunga te rōpū arotake |
Paenga-whāwhā 2018 |
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Te wā o tēnei pūrongo |
18 Pipiri, 2018 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Koia nei te arotake tuatahi a Te Tari Arotake Mātauranga |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Children demonstrate their understanding of Te Ōhākī a Houmaitawhiti through their responses and participation across the curriculum.
ERO's findings that support this overall judgement are summarised below.
Te Pākārito has been operating for one year and this is the first education review for this centre. The centre has been established in the family homestead of the Haronga family in Rotorua. The design of the centre has deliberately preserved family memories and created a home environment for children and their whānau. All children have a whakapapa connection to Te Arawa and most are closely related to the founding family.
Te Pākārito provides full-time care and education using Te Arawa language, tikanga and histories. The philosophy of the centre is based on Te Ōhākī a Houmaitawhiti. The whānau describe how the Ōhākī encourages the pursuit of excellence and innovation in a distinctly Te Arawa context. The whānau, including the children, refer to this as the basis of all relationships, communication and operations. The whānau work collaboratively to ensure quality outcomes for children. This includes providing high quality speakers of te reo Māori who hold formal qualifications in education. Pouako are knowledgeable in how to implement their collective aspirations.
Governance support for Te Pākārito is provided by Te Pākārito Limited. The aim is to establish sound systems to ensure sustainability across all operations. The governance body has demonstrated a commitment to implement internal review as a tool to ongoing improvement. Their decisions are aligned to Te Ōhākī a Houmaitawhiti. They acknowledge that there is a need to strengthen their philosophy across all operations. The governance body ensures all policies and procedures are current, and that the health and safety of children are a priority. They are responsible for personnel management and the strategic direction of Te Pākārito. The governance model is inclusive, and fosters empowering relationships with the wider whānau. There is a high level of trust at all levels of these relationships. Positive strategic relationships have been established in the wider community which affirms a high level of confidence in the way Te Pākārito operates. Quality care and outcomes for children underpins all decisions. Children benefit from systems that are well managed.
Te Pākārito bases its practices on a distributive leadership model. They consider that everyone, including children, contributes to the leadership of their kaupapa. Pouako have formed meaningful relationships with the whānau. They are responsive to issues, concerns and aspirations whānau have for their children. They use a strengths-based approach to grow whānau and pouako knowledge and skills. There are high expectations that care and learning will result in the achievement of quality outcomes for children. Pouako implement regular inquiry models to improve their work with children. There is a focus on professional practice and capacity building amongst team of pouako. Pouako are strongly committed to Te Ōhākī a Houmautawhiti. They work to ensure that this is embedded throughout their practice. Children have an advantage when leadership focuses on improvement of practice.
The curriculum responds to children’s learning needs. The current programme planning reflects the themes of the Ōhākī and Te Arawatanga. A variety of strategies and resources are identified to ensure implementation is appropriate. Pouako utilise both Māori and western theories when developing new initiatives and programmes. Whānau are included in the evaluation of the learning programme. They are attentive to how the programme meets children’s learning style, strengths and interests. Consideration has been given to building older children’s confidence and ability to learn and retain knowledge. There is a clear focus on improving the effectiveness and quality of children’s learning. Children’s learning and development is monitored is recorded in individual Paki Ako and Paki Rito. This is an ongoing area for ongoing development. Children’s learning is well planned and monitored.
Children are supported to achieve as learners. Pouako monitor children’s actions closely. They believe children’s behaviour is heavily influenced by the phases of the moon. It is one of the Māori systems being utilised to determine optimum learning times and opportunities for individual children. It also provides directions for the whānau to identify when children may need positive guidance. Children learn how they are personally affected by the moon. As a result the older children are able to determine what their needs are. The relationships between children and others are supportive. Mutual respect, manaaki, aroha and awhi are shown at all times. Pouako and whānau are active participants in children’s learning. The indoor learning area has been purposefully designed to create the feeling of home. The outdoor environment supports children to explore and problem solve. Children show a high level of responsibility in both environments. Opportunities for children to determine their learning pathways are provided. Children are confident learners and explorers.
Assessment practices are evolving. The whanau identified before the review that the way in which they capture and record children’s learning is an area that they will continue to grow. This will ensure it is reflective of Te Ōhākī a Houmaitawhiti. The ongoing monitoring of children’s assessment indicates highly reflective professional practice.
The whānau has identified the need to seek ways to weave Te Ōhākī o Houmaitawhiti throughout centre operations. This will strengthen the foundation and the intent of Te Pākārito Limited. This will further promote consistency of practice throughout governance and management in line with Te Ōhākī. Children are more settled when practices are consistent.
The parameters around roles, responsibilities and accountability are not yet well defined. For some members, the distinction between governance and centre management in particular is not clear. Having been in operation for one year, it is timely to bring clarity to this situation for the benefit of Te Pākārito. Children benefit when responsibilities are well defined.
During the evaluation, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements. No issues were identified during this review.
The next ERO evaluation of Te Pākārito will be within three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
18 June 2018
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Location |
Rotorua |
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Ministry of Education profile number |
47111 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children, including up to 5 aged under 2 |
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Service roll |
27 |
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Gender composition |
Boys 19 Girls 8 |
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Ethnic composition |
Māori |
100% |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:5 |
Better than minimum requirements |
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Review team on site |
April 2018 |
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Date of this report |
18 June 2018 |
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Most recent ERO report(s) |
First review |
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ERO’s overarching question for an immersion early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the framework Ngā Pou Here:
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.