78 Epsom Avenue, Gate 1, Epsom, Auckland
View on mapHe pēhea te tūnga o Te Puna Kōhungahunga ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki?
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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 hāpai ana i te whānuitanga o tēnei whakataunga, kua whakarāpopotongia ki raro iho nei.
E tū ana Te Puna Kōhungahunga ki Te Whare Wānanga o Tāmaki-makau-rau, ki Epsom. Ka poipoi tēnei whare kōhungahunga i ngā tamariki a ngā kaimahi me ngā ākonga o te whare wānanga, me rātou hoki o te hapori whānui. Nō te tau 2004 te whare kōhungahunga i whakatuwheratia ai, ā, kei tētahi taiao tino ātaahua i waihangatia ai.
Ko tā ngā kaimahi whāinga, ko te whakarato i te atawhai me te mātauranga o te kounga kairangi, ā, kia pou herea tēnei e te reo me ngā tikanga Māori. Ko te whāinga nui, kia tū pakari ngā tamariki ki te ao Māori me te ao whānui.
Kua raihanatia te whare kōhungahunga mō ngā tamariki 49, ā, kua whakaaetia kia 15 o rātou kei raro i te rua o ngā tau. Tokoiwa ngā kaimahi, ā, kua whiwhi tohu, kua rehitatia rātou katoa hei kaiako. Ka kōrero ngā kaimahi katoa i te reo Māori, ā, he rerekē ngā taumata reo o tēnā me tēnā.
He pai ngā pūrongo o mua a Te Tari Arotake Mātauranga mō tēnei whare kōhungahunga. I tāutu te arotake o te tau 2011 i te ngākau nui o ngā tamariki ki te kōkiri i ā rātou tākaro, me te pai hoki o ngā tūhonohono. He pai te whakatutuki o te hōtaka i ngā tamariki kei raro i te rua o ngā tau. Ko ētahi wāhanga hei whakawhanake ake, ko te arotake whaiaro, me ngā whakaritenga e pā ana ki te aromatawai.
He tino pai te tūnga o Te Puna Kōhungahunga ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki.
He māia ngā tamariki ki te tūhura i tō rātou taiao. Ka whakamanahia, ka tautokona hoki ngā akoranga whakaauaha nā ngā tamariki anō i kōkiri. Ka akiaki ngā kaimahi i ngā tamariki ki te tūhura, te patapātai me te whakamātau i ngā wero hou, whakamere hoki o ia rā. He whānui rawa ngā rauemi me ngā ngohe hei whiriwhiri mā ngā tamariki. E hīkaka ana, e whai wāhi ana ngā tamariki ki te ako.
He pai te ako tahi me te tākaro tahi o ngā tamariki. He tino tauira ngā tuākana, ā, ka ākina hoki tō rātou manaaki i ō rātou tēina. E pupū ake ana ētahi tino ariā, pērā i te whanaungatanga, i ngā tamariki e ako ana ki te whakahoahoa me te manaaki i ētahi atu. Ka rongo ngā tamariki i te manaakitanga ki ō rātou hononga, i a rātou e taunekeneke ana ki waenga i a rātou anō. He harikoa ngā tamariki.
He whai wāhitanga mō ngā tamariki ki te tākaro mō te roanga o te wā. Kei a rātou te whānuitanga o ngā tūmomo taumahi hei whiringa mā rātou, o roto, o waho hoki. Ka ngākau nui ngā tamariki ki ngā wero, ā, e āhei ana hoki rātou ki te whakamātau i a rātou e ako ana. Ka hāpai ngā pākeke i ngā tamariki i a rātou e tūhura ana, e hīraurau hopanga ana, ā, e whai ana hoki i ō rātou ake ngākau nuitanga. Kei te tino whakawhanake ngā tamariki hei ākonga pakari, hei ākonga pākiki hoki.
Kei te mōhio haere ngā tamariki ki ō rātou hononga tuku iho, me te taiao māori. Ka whai pānga nui a Maungawhau ki te ao o ngā tamariki. Haere ai ngā tamariki me te whānau ki Maungawhau i ia te wā, ā, he maha hoki ngā wā ka waiata rātou mō te maunga, ā, ka rongo hoki i āna kōrero tuku iho. Ka noho whakaute ngā tamariki ki tō rātou taiao
Kei te whanake haere te whakamahinga a ngā tamariki i te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki hei hāpai i te reo o ngā tamariki. Kua waia te nuinga o ngā tamariki ki te reo o ngā hīmene, ngā karakia, te kori tinana, ngā pepehā, me ngā mahinga. Ka whai haere ētahi o ngā tamariki i ngā tohutohu, ā, ka aro atu hoki ki ngā pātai me ngā kīanga māmā. Kei te whānau he whāinga rautaki tauwhāiti hei whakakaha ake i te reo Māori.
Ka whai hua ngā hononga me ngā whakawhitinga kōrero ki waenga i ngā mātua me ngā kaimahi. Ka whakamahi te whare kōhungahunga i tētahi rauemi ā-ipurangi e whai hua ana ki te whakatakoto haere, me te whakapuaki hoki i ngā mōhiohio o te wā ki ngā whānau mō ngā akoranga a ā rātou ake tamariki. Ka whakamahia hoki kia mōhio ai te whānau ki ngā whakawhanaketanga o ngā kaimahi me ngā whakaritenga e pā ana ki te whakahaeretanga. Ka whakamahia hoki ngā hui, ngā noho marae, ngā patapatai, ngā haerenga, me ngā pānui kia whai wāhi ai hoki ngā mātua. Ko te ako me te waiora o ngā tamariki kei te pūtake o ngā whakawhitinga kōrero me ngā taunekeneke katoa.
He matawhānui ngā tukanga e pā ana ki te whakamahere hōtaka, te aromātai, me te aromatawai. Ka whai hua te whakamahinga o ēnei hei hāpai i ngā akoranga a ngā tamariki. Ka āta mātakitaki ngā kaimahi me ngā mātua i ngā matea me ngā ngākau nuitanga o ngā tamariki. Ka whakamahia aua āhuatanga hei tūāpapa mō ngā mahere hōtaka. Ko ngā huihuinga, ngā whakanuitanga, me ngā haerenga tētahi atu tino wāhanga o ngā mahere. Nā aua mahi, he rerekē, he wero hoki ki ngā kaupapa a ngā tamariki. He pakari te aromātai hōtaka, ā, ka whai pānga anō hoki ki te whakapai ake i ngā whakaritenga a ngā kaiako, i te taiao, ā, i ngā akoranga hoki a ngā tamariki. He rerekē ngā tūmomo mahi aromatawai, ka noho tūwhera hoki mō te whai wāhi mai o ngā mātua, ā, he tino kiko o roto e pā ana ki te ahu whakamua me ngā ekenga angitu o ia tamaiti. Ka whai wāhi atu ngā tamariki ki ngā hōtaka akoranga i āta whakamaheretia ai, ā, i āta aromātaitia hoki.
He hua kei roto i te hononga o te whare wānanga me te whare kōhungahunga, mō te katoa. Ka whiwhi te puna i te tino tautoko i roto i ngā mahi tari me ngā whakahaeretanga, mai i ngā kaimahi o te whare wānanga. E wātea ana ki ngā mātua ngā tuhinga e pā ana ki ngā kaupapa here me ngā tukanga. Kei ngā mahere rautaki ngā whāinga ka whakatutuki, ā, he aronga mārama hoki tēnei mō te whare kōhungahunga.
Kua whakawhanaketia, kua mau kētia hoki ngā whakamahinga arotake whaiaro. Ka tino uiui nahanaha ngā kaimahi i ā rātou ake mahi me te whakaaro huritao me pēhea hoki e taea e rātou te whakapai atu. Ka whakaaro hoki rātou te āhua o te whakahāngaitanga o ā rātou mahi ki ngā mātapono o te whare kōhungahunga. Ko te whai a ngā kaimahi kia aro ngātahi ai te whānau ki roto i ngā mahi arotake whaiaro katoa me te whakaaro hoki ki ngā tino putanga mō ngā tamariki. Ka whakatutukihia te pai o ngā whakapaitanga ake i ia te wā, puta noa i 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 Puna Kōhungahunga i roto i ngā tau e whā.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
07 Hakihea, 2015
How well placed is Te Puna Kōhungahunga to promote positive learning outcomes for children?
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Te Puna Kohunghunga is located at Auckland University, Epsom. The centre caters for the children of university staff and students and the local community. The centre opened in 2004 and is set in an attractive landscaped environment.
The staff aim to provide children with high quality care and education underpinned by te reo me ngā tikanga Māori. The goal is for children to walk confidently in te ao Māori me te ao whānui.
The centre is licensed for 49 children including 15 under two years old. There are nine staff all of whom are qualified and registered teachers. All staff use te reo Māori to varying degrees of proficiency.
The centre has a history of positive ERO reports. The 2011 review found that children enjoyed independent play, positive relationships. The programme catered well for the under two year olds. Areas for development included self-review and assessment practice.
Te Puna Kōhungahunga is very well placed to promote positive learning outcomes for children.
Children confidently explore their environment. Child initiated learning is valued and supported. Staff encourage children to explore, question and try new and interesting challenges each day. There are a wide range of resources and activities for children to choose. Children are stimulated and engaged learners
Children learn and play together well. Tuakana are positive role models who show care and consideration for their teina. Important concepts such as whanaungatanga and manaaki are beginning to emerge as children learn how to socialise with each other. Group problem solving and helping your peers is encouraged. Children are happy.
Children have opportunities to play for extended periods. They have a range of activities to choose indoors and outside. Children enjoy being challenged and able to take risks. Adults support children as they explore, problem solve and follow their interests. Children are developing well as confident, curious learners.
Children are becoming aware of their ancestral ties to the natural environment. Maungawhau is a key feature of children’s lives. Children and whānau visit Maungawhau frequently and often sing waiata and listen to stories about the mountain. Children respect their environment.
Children’s use of te reo Māori is developing. Staff use a range of strategies to support children’s language. Most children are familiar with the language of hīmene, karakia, kori tinana, pepeha and routines. Some children can follow instructions and respond to simple questions and phrases. Whānau have specific strategic goals for strengthening te reo Māori.
Relationships and communication between parents and staff are productive. Staff use an effective online tool to document and share with whānau real-time information about their child’s learning. It is also used to alert whānau to staff development and operational practices. Hui, noho marae, interviews, outings and pānui are used to involve parents. Children’s learning and wellbeing are central to all communications and interactions.
Processes for programme planning, evaluation and assessment are comprehensive. They are used effectively to support children’s learning. Staff and parents observe children’s needs and interests. These are used as the basis for programme planning. Events, celebrations and outings are an essential part of planning. They provide variety and challenge for children. Programme evaluation is robust and leads to improvements to teacher practice, the environment and children’s learning. Assessment practices are varied, invite parent input and provide valuable detail about each child’s progress and successes. Children experience well planned and evaluated learning programmes.
The relationship between the university and the centre is mutually beneficial. The puna receives extensive administration and management support from university personnel. Policy and procedure documents are available to parents. Strategic planning includes achievable goals and provides clear direction for the centre.
Self-review practices are highly developed and embedded. Staff systematically inquire into their own practice and reflect on how they can improve. They consider how their practice aligns to the centre philosophy. Staff ensure that all self-review activities are inclusive of whānau and consider the best outcomes for children. Positive ongoing improvements across the centre occur.
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 Puna Kōhungahunga will be in four years
Lynda Pura-Watson
Deputy Chief Review Officer Māori
7 December 2015
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Location |
Epsom, Auckland |
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Ministry of Education profile number |
10377 |
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License type |
Education & Care Service |
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Licenced under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
49 children, including up to 15 aged under 2 |
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Service roll |
51 |
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Gender composition |
Boys 26 Girls 25 |
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Ethnic composition |
Māori Non-Māori |
46 5 |
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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 |
1:6 |
Better than minimum requirements |
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Review team on site |
27 - 28 August 2015 |
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Date of this report |
7 December 2015 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
June 2011 February 2008 March 2006 |
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.
Kei Te Whare Wānanga o Tāmaki-makau-rau ki Epsom, Te Puna Kōhungahunga e tū ana. I tūwhera te puna i te tau 2004,ā, kei te tū ki tētahi wāhi ātaahua me te ngahere kei ōna taha. He Māori te nuinga o ngā tamariki ki tēnei puna. E aro ana te kawenga o te hōtaka ki te reoruatanga.
Ka noho ko te whanaungatanga atawhai o ngā kaimahi, te whanaungatanga tōtika me te whānau, me te taiao rangimārie, whakakotahi hoki, hei pou here mō te taiao akoranga. He māhorahora te puna, ā, kua āta whakaarohia te whakatakotoranga o ngā wāhi ātaahua mō ngā tamariki. Ka whai wāhi ngā tamariki ki te whānuitanga o ngā momo taumahi, me ngā rauemi e whakaatu paitia ana, kia hiahia ai ngā tamariki ki te tūhura. Kei te wāhi o waho ngā āhuatanga o Papatūānuku me ngā tūmomo taputapu kei te whakaatu i te ao Māori me te aronga rangimārie. Ko ētahi o ngā āhuatanga takatika o te puna ko te āhua o ngā kaimahi ki te poipoi i te rangatiratanga o ia tamaiti, te hāpai i te ako o ngā pēpi, me te whakapakari i te whanaungatanga ki waenganui i ngā tamariki me ngā pākeke.
Ka akiaki ngā kaimahi i ngā tamariki ki te whakaatu i ngā whanonga tiaki tangata takatika, me te whakatau kaupapa mō ngā wāhi e hiahia ana rātou ki te tākaro, me pēhea hoki ka whakamahi i ngā rauemi. Ka whakanui rātou i ngā āheinga ake o ia tamaiti. He māia ngā tamariki ki te whakawhiti kōrero, ā, he pai hoki tā rātou whakawhanaunga atu ki a rātou anō, ki ngā pākeke hoki.
He whānui ngā mahi whakamāhere, ka whai wāhi ngā mātua ki ēnei mahi, ā, he whai wāhitanga ēnei mō ngā mahi panoni hou. Ka hui ngā kaimahi i ia wiki ki te whakawhiti kōrero e pā ana ki ngā hōtaka, me te arotake i te ako a ngā tamariki. Ka whakamahi rātou i ngā whakawhitinga kōrero nei hei tāpiri ki ngā whanaketanga ā meāke nei. Ka whakaawe hoki ngā ngākau nuitanga o ngā tamariki, me ngā kōrero a te whānau, i ngā mahi whakamāhere. He auaha ngā kaimahi, ā, kei te whakaaro i ngā wā katoa ki te whakapai ake i te aronga o ngā mahi whakamāhere kia whai pūtake ai, kia whai hua ai hoki ēnei ki ngā tamariki.
Ko te reo me ngā tikanga Māori he tino ito o te puna. Ko te whanaungatanga me ngā hononga pūmau ki ngā whānau ka whai wāhi matua ki te rapunga whakaaro me ngā whanonga o ngā kaimahi. Ka whakarato te kuia i ngā tino tautoko ki ngā kaimahi me ngā tamariki i roto i te reo me ngā tikanga Māori. Ka whakakoro ngā kaiako me ērā atu pākeke ki te hāpai i ngā tamariki ki te whakamahi i te reo Māori. Ka ngākau nui tonu ngā kaimahi me ētahi o te whānau ki te whakapakari ake i ō rātou mōhiotanga ake, me tā rātou whakamahinga i te reo Māori.
Kei te mōhio ngā kaiako me te rōpū whakahaere kei reira ētahi wāhi hei mahi mā rātou, ā, hei whakapai ake mā rātou. Ko ētahi o ēnei ko ngā mahi arotake whaiaro, me ētahi āhuatanga o te whakamāhere, te aromatawai me te whakatau whāinga.
E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te pokapū hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te pokapū hei wāhanga o te huringa arotake o te wā.
I mua o te arotake, i īnoitia ngā kaiwhakahaere o Te Puna Kōhungahunga kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake, ā, kia whakamahia ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga.
Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitiwhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga me te whānau. I arotahi tēnei whakawhitiwhitinga ki ngā kōrero i te puritia e te pokapū (tāpiri atu ki ngā kōrero arotake whaiaro)ā, me te whānui atu o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki o Te Puna Kōhungahunga.
Ko te katoa o ngā arotake mātauranga ā te Tari Arotake Mātauranga i roto o ngā pokapū e arotahi ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga, kei roto i tēnei ko te kounga o:
Tāpiri atu ki ēnei, i whakarite te Tari Arotake ki te arotake i:
Ko ngā whakaaturanga ā te Tari Arotake Mātauranga o ēnei wāhanga, kua takoto ki raro iho nei.
He puna reo rua Te Puna Kōhungahunga e whakarato ana i tētahi hōtaka ahurea rua mō āna tamariki.
Te taiao akoranga. He rangimārie, he tau te āhua ki te puna. He māhorahora te whare, ā, kua āta waihangatia hoki. He ātaahua ōna wāhi, ā, he pai ngā rauemi e whakaatuhia ana, kia hiahia ai ngā tamariki ki te tūhura. Ko te noho wātea o te wāhi o waho, e akiaki ana i te whānuitanga o ngā whiringa a ngā tamariki, ā, e whakawero ā-tinana hoki i a rātou. Kei te wāhi o waho ngā āhuatanga o Papatūānuku me ngā taputapu kei te whakaatu i te ao Māori, me te aronga rangimārie. He whānui ngā taumahi hei kōwhiri mā ngā tamariki, ā, e hāpai ana ēnei i ō rātou ngākau nuitanga, ō rātou whakawhanaketanga hoki.
Te tākaro takitahi a ngā tamariki. Ka whakarato ngā kaimahi i te whānuitanga o ngā momo mahi, kia taea ai e ngā tamariki te whakatau kaupapa e pā ana ki ā rātou ake akoranga. Ka taea e rātou te tākaro mō ngā wā roa, me te neke haere ki taumahi kē, i runga i tō rātou ake hiahia. He pai te whānui o ngā taumahi mō ngā tākaro a ngā tamariki takitahi, ngā rōpū iti, me ngā rōpū nui. Ka tiri ngā tamariki i ō rātou whakaaro, i a rātou e tākaro tahi ana. He pai ki ngā tamariki te tūhura me te torotoro haere i tō rātou taiao. Ka whakarei ake, ka hāpai hoki ngā mahi i te tipu me te whanake o ngā tamariki. He ākonga pākiki ngā tamariki e tūhura māia ana i tō rātou taiao.
Te poipoi i te rangatiratanga. Ka whakamahi ngā kaimahi i ētahi tino mahi hei poipoi i te rangatiratanga, te āhua o te āwhina, me te kawenga o ngā tamariki. He mea whakaute ngā taunekeneke a ngā pākeke ki ngā tamariki, ā, ka whakanui ēnei i ō rātou āheinga. Ka akiaki ngā kaiako i ngā tamariki ki te whakaatu i ō rātou whanonga tiaki tangata takatika, me te kōwhiri i ngā wāhi tākaro e hiahia ana rātou, i tā rātou whakamahinga hoki o ngā rauemi. Kei te puāwai rātou hei ākonga māia, pākiki hoki e whakanuia ana e ngā kaimahi.
Ngā mahi o ia rā. He pai te haere o ngā mahi o ia rā, ā, e māramahia ana e ngā tamariki. Ka whakahaere tōtika ngā kaimahi i ngā tamariki i ngā wā o ngā mahinga me ngā whakawhitinga, kia pai te rere o ngā whakahaeretanga. Kei te mōhio pai ngā tamariki ki ngā whakahaere o tō rātou rangi. He mea hangore te whakarite o te rā, ā, ka whakatutuki i ngā hiahia me ngā matea o ia tamaiti. He pai ngā whakahaere a ngā kaiako, me te hāpai i ngā tamariki, i a rātou e nekeneke ana ki te puna, me te whai i ngā tohutohu a ngā kaimahi.
Te whanaungatanga. He takatika te whanaungatanga i waenganui i ngā pākeke me ngā kaimahi, me ngā tamariki hoki. He pai ā rātou mahi ki te taha o ngā tamariki takitahi me ngā rōpū tamariki. Ka whakamahia ngā rautaki tōtika ki te ārahi, te tautoko, me te mātakitaki, hei whakatau i ngā tamariki, ā, kia noho haumaru ai hoki rātou.
Ngā tamariki raro i te rua tau. He pai te tiaki i ngā pēpi i raro i te rua tau, ā, ka poipoi ngā kaiako i a rātou. Kei te mōhio ngā kaiako ki ngā matea whatumanawa, me ngā matea ā-tinana o ngā pēpi, ā, he pai tō rātou tautoko i ēnei. He rite ngā whai wāhitanga o ngā pēpi ki ērā o ngā tuākana mō te tākaro ki rō whare, ki waho hoki, ngā wā kai me ngā wā whakatā. He nui te whānuitanga o ngā rauemi me ngā wero e whai wāhi ana ki ngā pēpi. Nā te mōhio o ngā kaiako ki te whanaketanga o te tamaiti, ka hāpai, ka whakatairanga i ngā taumahi me ngā atawhai e tika ana mō ia pēpi. He ātaahua te taiao akoranga o ngā pēpi, ā, he wāhi karakara, he wāhi haumaru hoki mō ngā pēpi ki te tūhura me te panoni haere i a rātou e tākaro ana.
Te whakamahi whakaahua. E kitea ana ngā whakaahua o ngā tamariki e tākaro ana, puta noa i te puna. Ka tango whakaahua ngā kaiako i ia rā hei hopu i ngā ngākau nuitanga o ngā tamariki me ā rātou whai wāhitanga ki ngā momo mahi. Ka whakamahi hoki rātou i ngā whakaahua hei whakarei ake i ngā mahi, me te tāpiri atu hoki ki ngā kōpaki mahi a ngā tamariki. He mea nui ngā whakaahua hei hāpai i ngā kōrero urupare ki ngā mātua, hei hāpai hoki i ngā tamariki ki te maumahara ki aua mahi. He hua hoki ngā whakaahua mō te aromatawai me te aromātai.
Te whakamāhere. He whānui ngā mahi whakamāhere, ka whai wāhi ngā mātua me ngā kaiako ki ēnei mahi, ā, he mea akiaki i te panoni hou. Ka huri ngā kaimahi ki Te Whatu Pōkeka me Te Whāriki hei ārahi, hei hāpai i a rātou mahi whakamāhere. Ka hui ngā kaimahi i ia wiki ki te kōrero mō ngā hōtaka, me te arotake i te ako o ngā tamariki. Ka whai wāhi ēnei kōrero ki ngā whanaketanga ā meāke nei. Ka whakaawe hoki ngā ngākau nuitanga o ngā tamariki, me ngā kōrero a ngā mātua, i ngā mahi whakamāhere. E hiahia ana, e ngākau nui ana hoki ngā kaimahi ki te ako i ngā mahi hou e pā ana ki te whakamāhere hōtaka. Ka whai hua ki ngā tamariki, ngā hōtaka i āta whakamāheretia ai, me ngā kōkiritanga kua āta whakahāngaitia.
Te arotake whaiaro. Kei te mōhio ngā kaiako me te rōpū whakahaere, kei reira ētahi wāhi hei mahi mā rātou, ā, hei whakapai ake mā rātou. Ko ētahi o ēnei ko ngā mahi arotake whaiaro, me ētahi āhuatanga o te whakamāhere hōtaka, te aromatawai, me te whakatau whāinga.
Te aromatawai. He rerekē ngā mahi aromatawai a ia kaimahi. Kua kī mai ngā kaiako me te rōpū whakahaere he take ā rātou e pā ana ki ngā mahi aromatawai. Kei te mōhio rātou ki ēnei take, tae atu ana ki te whakapakari i ngā kaimahi hou, te whakahaere wā, me ngā pūkenga rorohiko.
Te reo Māori. Ko te reo me ngā tikanga Māori he tino ito o te puna. Ka whai wāhi ngā tamariki ki ngā pōwhiri, ā, e mōhio ana rātou ki ngā tūmomo mahi ā te whānau, ngā kuia, me ngā kaimahi i ngā wā ōkawa nei. Ka whakarato te kuia i ngā tino tautoko ki ngā kaimahi me ngā tamariki i roto i te reo me ngā tikanga Māori. Ka kōrero ia i te reo Māori i ngā wā katoa. Ko ngā karakia, ngā hīmene, ngā waiata, me ngā kōrero pūrākau mā te reo Māori, ētahi tino wāhanga o te hōtaka o ia rā. Ka kōrero ngā kaiako me ngā pākeke i te reo e mōhio nei rātou. Ka ngākau nui tonu ngā kaimahi me ētahi o ngā mema o te whānau ki te whakapakari ake i ō rātou mōhiotanga ake, i ā rātou whakamahinga hoki, o te reo Māori. Ka whakanuia, ka whakamihia ngā tamariki mō ō rātou kaha ki te kōrero i te reo Māori.
Ka whakarato te Tari Arotake Mātauranga i ētahi mōhiohio e pā ana ki te pūnaha mātauranga me ōna āhuatanga katoa, mā roto mai i āna pūrongo ā-motu. Ko ēnei mōhiohio ka whakamahia hei pūtake mō ngā mahi whakapai ake i ngā pūnahanaha mātauranga, i te roanga o te wā.
I kohikohia e te Tari Arotake Mātauranga ētahi mōhiohio e pā ana ki Te Puna Kōhungahunga. Ko ēnei whakaaturanga kua tāpirihia ki tēnei pūrongo, kia kitea ai ko ngā mōhiohio e pā ana ki te pokapū, he mārama, ka mutu, he whānui te wātea ki te hunga e hiahia ana.
Hei wāhanga hoki o tēnei arotake, i aromātai te Tari Arotake Mātauranga i te whānuitanga:
Ko te whāinga matua o Te Puna Kōhungahunga ko ‘te whakarato i tētahi taiao haumaru, whakawero, whakaihiihi, takatika, ngahau, atawhai hoki, mā te whakarato i ngā wheako akoranga whai kounga e akiaki ana i te mokopuna kia puāwai hei ākonga māia, mātātoa hoki.’ Koia te katoa o te huarahi kotahitanga me te kaupapa e whakamahi ana i te reo, ngā tikanga, me ngā akoranga o te ao Māori me te ao whānui.
Te tūhonohono ki ngā whānau. Kua whakapakarihia e ngā kaiwhakahaere me ngā kaiako, te whanaungatanga pūmau ki ngā whānau. Kua tīmata ngā kaiako ki te titiro ki ngā tino āhuatanga motuhake o ngā tamariki nā ā rātou mahi ki Te Whatu Pōkeka. Tū ai ngā tamariki me ngā pākeke i ia ata ki te taki i ō rātou pepeha. Kua kī mai ngā kaiako, ko te pepeha te āhuatanga e tūhonohono tuatahi ana i ngā tamariki me ngā whānau. Ka pōwhiritia, ka whakatauhia rānei ngā whānau hou. I ia tau, ka haereere te whānau ki tētahi o ō rātou marae puta noa i te motu, ki te ako i ngā hītori me ngā kōrero e pā ana ki aua rohe. Nā ngā huihuinga whakangahau ā-tau pērā i a Matariki me te Kirihimete, ka whai wāhi ngā whānau o mua, o tēnei wā hoki, ki te hui tahi ki te whakangahau, te whai whakaaro me te whakaū i ō rātou hononga.
I mua o te arotake, i whakakiia e te kaipupuri raihana me ngā kaimahi o Te Puna Kōhungahunga, tētahiTauāki Kupu Tūturu a te Whānau o te Pokapūme tētahiRārangi Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou, i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:
Kīhai ngā tirohanga a te Tari Arotake Mātauranga i tāutu i ētahi āhuatanga e āwangawangatia ana.
E taunaki ana te Tari Arotake Mātauranga, kia tahuri ngā Kaiwhakahaere o te Pokapū ki te whakatewhatewha i ngā huarahi ki te:
E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te pokapū hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te pokapū hei wāhanga o te huringa arotake o te wā.
Makere Smith
Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)
22 Pipiri 2011
|
Te tūwāhi |
Epsom, Tāmaki-makau-rau |
|
Te tau a te Tāhuhu o te Mātauranga |
10377 |
|
Te tūmomo whare |
He whare kōhungahunga reo Māori |
|
Te tokomaha mō te raihana |
49 kia 15 ki raro i te rua tau |
|
Te tokomaha o te rārangi ingoa |
53 |
|
Te ira tangata |
Kōtiro 27 Tama tāne 26 |
|
Ngā hononga ā-iwi |
Māori 46 Pākehā 2 Samoan 1 Niuean 2 Cook Island 2 |
|
Te wā i te pokapū te rōpū arotake |
Hui-tanguru 2011 |
|
Te wā o tēnei pūrongo |
Pipiri 2011 |
|
Ngā pūrongo o mua ā te Tari Arotake Mātauranga |
Arotake Mātauranga, Hui-tanguru 2008 Arotake Mātauranga, Poutū-te-rangi 2006 |
Te Puna Kōhungahunga is situated within the campus grounds of the University of Auckland, in Epsom. The puna opened in 2004 and is set within an attractive landscaped environment among bush. Children are mainly of Māori descent. Programme delivery has a strong focus on bilingualism.
The learning environment is underpinned by caring staff relationships, effective partnerships with whānau, and a calm, inclusive atmosphere. The puna is spacious and carefully designed with attractive spaces. Children have access to a wide range and variety of activities and well presented resources that invite them to explore. The outdoor area is made up of natural and physical features that reflect te ao Māori and create a strong sense of peace. Positive aspects of the puna include the way in which staff foster children’s independence, support infant’s learning and build relationships between children and adults.
Teachers encourage children to display positive self-care behaviours and to make decisions about where they will play and how they will use resources. They acknowledge the inherent capabilities of each child. Children are confident communicators and relate well to each other and adults.
Planning approaches are varied, involve parents and provide opportunities for innovation. Staff meet weekly to discuss programmes and to review children’s learning. They use these discussions to contribute to future developments. Children’s interests and input from whānau also influence planning. Staff members are innovative and constantly explore ways to make planning approaches meaningful and beneficial for children.
Te reo and tikanga Māori are important aspects of the ethos of the puna. Whanaungatanga and close links with families are an integral part of the philosophy and behaviour of the staff. The kuia provides valuable support to staff and children in te reo and tikanga Māori. Teachers and other adults endeavour to support children to use te reo Māori. There is an ongoing commitment among staff and some whānau to strengthen their individual knowledge and use of te reo Māori.
Teachers and management acknowledge there are some areas they need to work on and where they can make improvements. These include self review practices, and aspects of planning, assessment and goal setting.
ERO is confident that the service is being managed in the interests of the children. Therefore ERO will review the service again as part of the regular review cycle.
Before the review, the management of Te Puna Kōhungahunga was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at Te Puna Kōhungahunga.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
In addition, ERO decided to evaluate:
ERO’s findings in these areas are set out below.
Te Puna Kōhungahunga is a bilingual early childhood centre that provides a bicultural programme for its children.
Learning environment. There is an overall calm and settled atmosphere at the puna. The building is spacious and carefully designed. It has attractive spaces and well presented resources that invite children to explore. Ready access to the outdoor area encourages wider choice for children and offers them various physical challenges. The outdoor area is made up of natural and physical features that reflect te ao Māori and create a strong sense of peacefulness. There is a wide choice of activities children can choose from to support their interests and development.
Children’s independent play. The staff provide a wide range and variety of activities which enable children to make decisions about their own learning. Children can play uninterrupted for extended periods and move at their own pace. The range of activities caters well for individual, small and large group play. Children eagerly share ideas as they play alongside each other. Children enjoy making new discoveries and exploring their surroundings. Activities enhance and support children’s growth and development. Children are curious learners who confidently explore their surroundings.
Fostering independence. Staff use a variety of valuable practices to foster children’s independence and their sense of contribution and responsibility. Adult interactions with children are respectful and recognise their capabilities. Teachers encourage children to display positive self care behaviours and to choose where they want to play and how they will use resources. They are becoming confident, curious learners who are valued by staff.
Routines. Routines are well established and understood by children. Staff effectively manage children during routines and transitions to ensure orderly movement. Children are familiar with the organisation of their day. The organisation is flexible and caters for children’s individual preferences and needs. Teachers provide good direction and support as children move about the puna and follow staff expectations.
Relationships. The adults and staff have positive relationships with each other and the children. They work well alongside individuals and groups of children. Effective guidance, support and supervision strategies are used to comfort, settle and keep children safe.
Children under two years old.The babies under two years old are well cared for and receive careful attention from teachers. Teachers are aware of babies emotional and physical needs and support these well. Babies have the same opportunities as the older children in terms of indoor and outdoor play, meal times and rest routines. A wide range of resources and challenges are available to the babies. Teacher knowledge about child development supports and promotes activities and care appropriate to each baby. The learning environment is attractive, colourful and provides a safe place for babies to explore and make new discoveries while they play.
Use of photographs. Photographs of children at play feature in displays around the puna. Teachers take photos each day to capture children’s interests and their involvement in activities. They use photos to enhance activities and place in children’s portfolios. Photographs are a valuable tool to support feedback to parents and for children to recall information. They are also useful tools for assessment and evaluation purposes.
Planning. Planning approaches are varied, involve parents and teachers and encourage innovation. Te Whatu Pōkeka and Te Whāriki guide and support staff during planning processes. Staff meet weekly to discuss programmes and to review children’s learning. These discussions contribute to future developments. Children’s interests and input from parents also influence planning. Staff are open and willing to learn about new trends in programme planning. Children benefit from well planned programmes and focussed initiatives.
Self review. Teachers and management acknowledge there are some areas they need to work on and improve. These include ongoing self review practices and aspects of programme planning, assessment and goal setting.
Assessment. Assessment practices between staff are inconsistent. Staff and management report they have issues with their assessment practices. They are aware of these issues which include upskilling new staff, time management and ICT skills.
Te Reo Māori. Te reo and tikanga Māori are important aspects of the ethos of the puna. Children participate in powhiri and are aware of the different roles whānau,
kuia and staff have during these formal events. The kuia provides support to adults and children in te reo and tikanga Māori. She speaks te reo Māori consistently. Karakia, himene, waiata and stories in te reo Māori are a part of the daily programme. Teachers and adults use as much te reo Māori as they know. There is an ongoing commitment among staff and some whānau members to strengthen individual knowledge and use of te reo Māori. Children are acknowledged and praised for their efforts in speaking te reo Māori.
ERO provides information about the education system as a whole through its national reports. This information will be used as the basis for long term and systemic educational improvement.
ERO collected information about Te Puna Kōhungahunga. These findings are included in this report to ensure that information about the centre is transparent and widely available.
As part of this review ERO evaluated the extent to which:
The aim of Te Puna Kōhungahunga is ‘to provide a safe, challenging, positive, fun and caring environment by providing quality learning experiences that encourage the mokopuna to become confident, active learners.’ This encompasses a holistic approach and a kaupapa that uses te reo me ngā tikanga Māori me ngā akoranga o te ao whānui.
Relationships with whānau. Managers and teachers have built strong relationships with whānau. Teachers have begun to look at children’s attributes through their work with Te Whatu Pokeka. Each morning children and adults stand to recite their pepeha. Teachers state that pepeha is where children and whānau make their first connections. New whānau are made to feel welcome through whakatau and or powhiri. Each year, whānau travel to one of their marae throughout the country to learn about the area and their stories. Annual celebrations, including Matariki and Christmas provide opportunities for present, past and future whānau to come together to socialise, reflect and reaffirm their connections.
Before the review, the licensee and staff of Te Puna Kōhungahunga completed an ERO Centre Management Assurance Statement and Self-Audit Checklist. In these documents they have attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following itemsbecause they have a potentially high impact on outcomes for children:
EROs investigations did not identify any areas of concern.
ERO recommends that Centre Management investigate ways to:
continue to improve self review practices and aspects of programme planning, and assessment.
ERO is confident that the service is being managed in the interests of the children. Therefore ERO will review the service again as part of the regular review cycle.
Makere Smith
National Manager Review Services Māori (Te Uepū ā-Motu)
22 June 2011
|
Location |
Epsom, Auckland |
|
Ministry of Education profile number |
10377 |
|
Type |
Māori Medium, Early Childhood Centre |
|
Number licensed for |
49 including 15 children under two years old |
|
Roll number |
53 |
|
Gender composition |
Girls 27 Boys 26 |
|
Ethnic composition |
Māori 46 NZ Pakeha 2 Samoan 1 Niuean 2 Cook Island 2 |
|
Review team onsite |
February 2011 |
|
Date of this report |
June 2011 |
|
Previous ERO reports |
Education Review, February 2008 Education Review, March 2006 |
These are the findings of the Education Review Office’s latest report on Te Puna Kōhungahunga.
Te Puna Kōhungahunga is situated within the campus grounds of the University of Auckland, in Epsom. The puna opened in 2004 and is set within an attractive landscaped environment among bush. Children are mainly of Māori descent. Programme delivery has a strong focus on bilingualism.
The learning environment is underpinned by caring staff relationships, effective partnerships with whānau, and a calm, inclusive atmosphere. The puna is spacious and carefully designed with attractive spaces. Children have access to a wide range and variety of activities and well presented resources that invite them to explore. The outdoor area is made up of natural and physical features that reflect te ao Māori and create a strong sense of peace. Positive aspects of the puna include the way in which staff foster children’s independence, support infant’s learning and build relationships between children and adults.
Teachers encourage children to display positive self-care behaviours and to make decisions about where they will play and how they will use resources. They acknowledge the inherent capabilities of each child. Children are confident communicators and relate well to each other and adults.
Planning approaches are varied, involve parents and provide opportunities for innovation. Staff meet weekly to discuss programmes and to review children’s learning. They use these discussions to contribute to future developments. Children’s interests and input from whānau also influence planning. Staff members are innovative and constantly explore ways to make planning approaches meaningful and beneficial for children.
Te reo and tikanga Māori are important aspects of the ethos of the puna. Whanaungatanga and close links with families are an integral part of the philosophy and behaviour of the staff. The kuia provides valuable support to staff and children in te reo and tikanga Māori. Teachers and other adults endeavour to support children to use te reo Māori. There is an ongoing commitment among staff and some whānau to strengthen their individual knowledge and use of te reo Māori.
Teachers and management acknowledge there are some areas they need to work on and where they can make improvements. These include self review practices, and aspects of planning, assessment and goal setting.
ERO is confident that the service is being managed in the interests of the children. Therefore ERO will review the service again as part of the regular review cycle.
ERO reviews do not cover every aspect of centre performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this centre.
If you would like a copy of the full report, please contact the kōhanga reo or see the ERO web page, http://www.ero.govt.nz.
Makere Smith
National Manager Review Services Māori (Te Uepū ā-Motu)