Te Puna Reo o Manawanui - 01/04/2019

1 Te Aromātai i Te Puna Reo o Manawanui

Kāhore i te pai te tūnga

Me whakawhanake ake

He pai te tūnga

He tino pai te tūnga

He pēhea te tūnga o Te Puna Reo o Manawanui ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki?

He tino pai te tūnga o Te Puna Reo o Manawanui ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki.

Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki tēnei whakataunga i whakarāpopotohia ai ki raro iho nei.

He Whakamārama

E tū ana Te Puna Reo o Manawanui ki te pukerae o Te Atatū, ki Tāmaki-makau-rau. E whakarato ana tēnei whare kōhungahunga i te ako mā te rumaki reo Māori, heoi, ka whakanuia, ka tautokona, ka arohaina hoki ngā tamariki i konei. He ratonga atawhai tamariki te puna reo nei mō te rā katoa, mai i te waru karaka i te ata, ki te rima karaka i te pō. Ko tā te puna reo kaupapa e mea ana, ‘Kia kaha, kia toa, kia manawanui’, ā, koia nei te tūāpapa o ngā whakaritenga katoa me ngā hononga katoa. E rua anō ngā whare pā tata nō te puna reo; ko tētahi kua raihanatia mō ngā tamariki 30, ā, kia tokorima o rātou ki raro i te rua o ngā tau. E tatari ana kia whakamanatia e te kaunihera ā-rohe te whakaaetanga rawa taiao o tērā atu o ngā whare. Kia whakamanatia taua whakaaetanga, ka whakariterite te puna reo i taua whare kia whai raihana hoki, hei whakapiki ake i te tatauranga o ngā tamariki e uruuru mai ana ki te puna reo.

Kei te rōpū whakaako, ko ngā kaiako tokorua e mau ana i ngā tiwhikete ngaiotanga tūturu e whakahaere ngātahi ana i te puna reo, me ngā kaimahi tokorua e whakangungutia ana. He pakari ngā kaimahi katoa ki te kōrero i te reo Māori. Ko te tuitui i te mātauranga Māori ki ngā āhuatanga katoa o te puna reo e whakapūmau ana i te tirohanga me te tikanga whakaaro o te whare kōhungahunga. Kua roa nei te pai o te puna reo e whakatakotohia ana ki ngā pūrongo a Te Tari Arotake Mātauranga.

Ngā Whakaaturanga o te Aromātai

Ko tā Te Poari o Te Puna Reo o Manawanui mahi, he hāpai i te taha kāwana, he ārahi anō hoki i te puna reo. He kaupapa ā-whānau tēnei ratonga. Kua whakaritea e te poari te māramatanga o te tirohanga me te kaupapa e ārahi ai i te katoa o ngā whakaritenga me ngā whakahaeretanga. E whakahaere ana te poari i ngā take katoa e pā ana ki ngā kaimahi, me te tohatoha, te tiaki hoki o ngā rauemi tūturu katoa. E noho ngākau nui ana rātou ki te hāpai ake i ngā pūkenga o ngā kaimahi i ia te wā mā te whakarato i te whakawhanaketanga ngaio e tika ana, e whai pānga ana hoki ki a rātou.

E whai wāhi matua ana te rōpū ārahi ki te angitu o te puna reo. Kei te pūtake o ā rātou whakaritenga ko te ngātahitanga o ngā mahi ki te whakahaere me te ārahi. Kei te mārohirohi te ū pūmau o te rōpū ārahi ki te kaupapa o te puna reo. Nā te tuitui tahi o ō rātou mātauranga, ō rātou mōhiotanga, me ō rātou pūkenga e whakatau ana i te tū tika o ngā āhuatanga katoa e whakatairanga ake ana i ngā tino painga mō ngā tamariki. Ko tā ngā mahi ārahi a ngā kaiwhakahaere, he whakaaweawe e whakatauira ana anō hoki i ngā mahi whakahaere e whai hua ana. Ka akiaki rāua i te whai pūtaketanga o ngā hononga ki waenga i ngā kaimahi me te whānau. He māhorahora, he mārama hoki ngā whakawhitinga kōrero ki te whānau. He pakari te tukanga aromātai o roto, ā, ka hāngai pū ki te aromātai e whai rautaki ana, e whakamaheretia ana, ā, e putaputa mai ana hoki. Ka arotahi ngā putanga katoa ki te kounga o te atawhai me te mātauranga e whāngaihia ana mā ngā tamariki. Ka whai wāhi matua te kaiwhakahaere ki te aroturukitanga o ngā wāhanga katoa e arotakengia ana. He mahere rautaki tā te rōpū ārahi, ā, he aronga nui ki te whakapakari ake i ngā mōhiotanga o ngā tamariki, te whānau, me te hapori ki te reo Māori, ā, i tā rātou whakamahi anō hoki i te reo Māori. E ata aroturukitia ana te katoa o ngā wāhanga matua o ngā whakahaeretanga. E arotahi ana te whānau ki te pūmautanga o ngā whakaritenga papai.

Ko ngā painga mō ngā tamariki kei te pūtake o ngā whakaritenga e whai hua ana i roto i ngā mahi whakamahere, te aromatawai, me te aromātai. E whai wāhi atu ana ngā aromatawai ki te whakatinanatanga o ngā mahere, ā, e hāpai ana hoki i ngā kaimahi ki te whakamahere me te whakawhānui i ngā akoranga a ngā tamariki. E tāutu ana ngā aromatawai i ngā akoranga e whakanuia ana e ngā tamariki, ā, ka tohu hoki i te ahu whakamua o ia tamaiti i roto i te roanga o te wā. He auau, he matawhānui hoki ngā aromātai, ā, ka whai wāhi atu ki ngā whakapaitanga e tutuki ai mā ngā tamariki. Ka mahi ngātahi ngā kaimahi hei rōpū, ā, ka whakaaro huritao anō hoki rātou i roto i ā rātou mahi. Kei te mārama ki a rātou, ko te mātauranga e whai kounga ana e pou herea ana ki te mātauranga Māori. I ngā wā katoa, e arahina ana ngā kaimahi. Ka whakamahi rātou i ngā rautaki ārahi e whai hua ana ki te hāpai ake i ngā tamariki ki te kawe i ā rātou ake akoranga me ā rātou ake whanonga. He matatau te whai wāhi atu a ngā kaimahi ki ngā tamariki i a rātou e ako ana, e tākaro ana hoki. E hāngai ana ā rātou mahi whakaako ki te whānuitanga o ngā tūmomo matea ako o ngā tamariki. E whakamanahia ana, e whakautehia ana hoki te whai wāhi nui mai o ngā whānau ki ngā akoranga a ā rātou tamariki. Ka tino whakanuia ā rātou kōrero ārahi e ngā kaimahi. He mātātoa te tautoko o te whānau me ngā kaimahi i ngā tamariki, kia eke ai rātou ki te tihi o ō rātou pūmanawa. Ko te ako me te waiora o ngā tamariki e noho matua ana ki te taiao ako o ngā tamariki.

E ngākau nui ana ngā tamariki ki te ako ki tētahi taiao e wero ana, e whakahihiko ana hoki i a rātou hei ākonga. He nui ngā rauemi ki te puna reo. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te tūhura, te hīraurau hopanga, me te mahi auaha. Kei te tūmāia ngā tamariki ki te whakamātau me te rapu haere i ngā tūmomo whakaaro whitawhita ka pupū ake, me ngā tūmomo rongoā. He maha ā rātou whai wāhitanga ki te kōkiri i ā rātou ake akoranga. He hōtaka tino whakaongaonga e whai wāhi atu ana ki te āta whakamātau i ngā tamariki – ā-tinana, ā-hinengaro hoki. He aronga nui tō ngā kaimahi ki ngā tamariki, ā, ka tahuri wawe rātou ki te whakatutuki i ō rātou matea. E whai wāhi nui ana ngā pēpi ki tētahi hōtaka e mau nei i ngā rauemi e tika ana mō tō rātou reanga. Ka poipoi ngā kaimahi i te panoni haere o ō rātou matea. Kei te tūmāia, kei te pakari hoki ngā tamariki hei ākonga.

Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia arotake Te Puna Reo o Manawanui i tāna pūnaha arohaehae, kia hāngai ai tēnei ki ngā paerewa me ngā whakaritenga o te wā ā te Matatū Aotearoa.

Te Whakatau a te Whakahaeretanga ki ngā Wāhanga Tautukunga

I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā pūnaha o te ratonga ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:

  • te haumaru whatumanawa (tāpiri atu ko te ārahi mauritau, ko te ārai tamariki)
  • te haumaru ā-tinana (tāpiri atu ko te mātakitaki tamariki; ko ngā whakaritenga whakamoe; ko ngā aituā; ko te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho);
  • te tū tika o ngā kaimahi (tae atu ki ngā taumata tohu mātauranga; te arowhai a ngā pirihimana; ngā rēhitatanga kaiako; me te tatauranga ki waenga i te kaiako me te tamaiti)
  • ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

Ko te tikanga, ka whakatairanga ngā ratonga mātauranga kōhungahunga katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.

Charles Rolleston

Toka ā-nuku

01 Paengawhāwhā, 2019

2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga

Te tūwāhi

Kei te pukerae o Te Atatū, ki Tāmaki-makau-rau

Te tau a Te Tāhuhu o te Mātauranga

10161

Te tūmomo raihana

He Ratonga Mātauranga me te Atawhai

Te ture raihana

Ture Mātauranga (Kōhungahunga) 2008

Te tokomaha mō te raihana

30 ngā tamariki, kia tokorima ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

27

Te ira tangata

Kōtiro 11

Tama 16

Ngā hononga ā-iwi

Māori

Pākehā

Kuki Airani

24

2

1

Ōrau o ngā kaiako e mau ana i ngā tohu mātauranga

50-79%

Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki

Ki raro i te rua tau

1:2

He pai kē atu i ngā herenga tikanga

Ki runga ake i te rua tau

1:4

He pai kē atu i ngā herenga tikanga

Te wā i te whare kōhungahunga te rōpū arotake

Kohi-tātea 2019

Te wā o tēnei pūrongo

01 Paengawhāwhā, 2019

Ngā pūrongo o mua ā Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Kohi-tātea 2014

Mahuru 2010

Haratua 2007

1 Evaluation of Te Puna Reo o Manawanui

Not well placed

Requires further development

Well placed

Very well placed

How well placed is Te Puna Reo o Manawanui to promote positive learning outcomes for children?

Te Puna Reo o Manawanui is very well placed to promote positive learning outcomes for children.

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

Background

Te Puna Reo o Manawanui is located on Te Atatū Peninsula, Auckland. This service offers a total immersion learning environment where children are acknowledged, supported and loved. The puna reo offers a full-day service from 8.00am to 5.00pm. Kia kaha, kia toa, kia manawanui is the kaupapa of the puna reo which provides the foundation for all practices and relationships. Two adjoining properties are owned by the puna reo; one is licensed for 30 children including 5 under 2 years old. The second property is waiting on resource consent from the local council. Once approval is received, the puna reo will prepare the property for licensing and therefore will be able to increase enrolment numbers.

The teaching team includes two fully-registered teachers who co-manage the puna reo and two kaimahi who are in training. All kaimahi are confident speakers of te reo Māori. The incorporation of mātauranga Māori across all aspects of the puna reo upholds the vision and philosophy of the centre. The puna reo has a history of consecutive positive ERO reports.

The Evaluation Findings

Te Poari o Te Puna Reo o Manawanui provides governance support and guidance to the puna reo. This is a whānau-based organisation. The board have established a clear vision and kaupapa which guides all operations and management practice. The board manages all personnel matters as well as the distribution and maintenance of all physical resources. They are committed to upskilling all kaimahi through the provision of appropriate and relevant professional development.

The leadership team is critical to the success of the puna reo. Their practice is based on shared management and guidance roles. The leadership team is resolute in their commitment to the kaupapa of the puna reo. Their shared wisdom, knowledge and skills ensure that the right conditions are in place to promote positive outcomes for children. The co-managers have an inspiring leadership style that models effective management practices. They encourage meaningful relationships between kaimahi and whānau. Communications with whānau are open and transparent. There is a robust internal evaluation process in place which is based on strategic, planned and emergent evaluation. All outcomes are focused on quality care and education of children. The kaiwhakahaere plays a key role in monitoring all areas that are under review. The leadership team have a strategic plan in place with a strong emphasis on building knowledge and use of te reo Māori for children, whānau and the community. All key aspects of operations are closely monitored. The whānau are focused on sustainable good practice.

Children’s interests are at the centre of effective planning, assessment and evaluation practices. Assessments help inform planning and supports kaimahi to plan and extend children’s learning. The assessments identify what learning is valued by children and show the progress of individual children over time. Evaluations are regular, comprehensive and lead to improvements for children. Kaimahi work collaboratively as a team and are reflective in their practices. They are clear that quality education is underpinned by mātauranga Māori. Kaimahi supervision is consistently maintained. They use positive guidance strategies which allow children to take responsibility for their own learning and behaviour. Kaimahi skilfully engage with children during learning and play. Their teaching practice aligns to the diverse learning needs of children. Whānau are valued and respected partners in their children’s learning. Their advice is highly regarded by kaimahi. Whānau and kaimahi actively support children to reach their potential. Children learn in an environment where their learning and wellbeing are priority.

Children enjoy learning in an environment where they are challenged and motivated as learners. The puna reo is well resourced. Kaimahi provide opportunities for children to explore, solve problems and be creative. Children are confident to take risks and seek out possibilities and solutions. They have many opportunities to direct their own learning. The learning programme is highly stimulating and enables children to be challenged both physically and intellectually. Kaimahi are attuned to children and respond to their immediate needs. The babies enjoy a programme where resources are appropriate to their age. Kaimahi cater to their changing needs. Children are confident capable learners.

Recommendation

ERO recommends that Te Puna Reo o Manawanui reviews its appraisal system to align to the current standards and practices of the Teaching Council.

Management Assurance on Legal Requirements

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.

Charles Rolleston

Toka ā-nuku

1 April 2019

2 Information about the Early Childhood Service

Location

Te Atatū Peninsula, Auckland

Ministry of Education profile number

10161

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 5 aged under 2

Service roll

27

Gender composition

Girls 11

Boys 16

Ethnic composition

Māori

Pākeha

Cook Island

24

2

1

Percentage of qualified teachers

50-79%

Reported ratios of staff to children

Under 2

1:2

Better than minimum requirements

Over 2

1:4

Better than minimum requirements

Review team on site

January 2019

Date of this report

1 April 2019

Most recent ERO report(s)

Education Review

Education Review

Education Review

January 2014

September 2010

May 2007

3 General Information about Immersion Early Childhood Reviews

ERO’s Evaluation Framework

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:

Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children.

Pou Ārahi – how leadership is enacted to enhance positive outcomes for children.

Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children.

Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement and Next Review

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

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.