Te Puna Reo O Ngā Kākano - 17/05/2017

1 Te Aromātai i Te Puna Reo o Ngā Kākano

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

Kāhore i te pai te tūnga

Me whakawhanake ake

He pai te tūnga

He tino pai te tūnga

He pēhea rawa ngā tamariki e tūhura i te ao Māori me te ao whānui?

Ka kitea te tino pakari o ngā tamariki ki te tūhura i te ao Māori me te ao whānui.

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

He Whakamārama

E tū pā tata ana Te Puna Reo o Ngā Kākano ki te marae o Pipitea, ki Te Whanganui-a-Tara. Ka whakarato i te ukiuki o te mātauranga me te atawhai ki tētahi wāhi e hāpai ana i te kaupapa Māori. E whakatairanga ana te puna reo i te tirohanga e mea ana, ‘Whakatipuria te kākano kia pihi, kia puāwai.’ Ko tō te puna reo hiahia, kia whakatutukihia tā rātou tirohanga mā te noho pūmau ki te reo me ngā tikanga Māori ki te ao e noho nei ngā tamariki i ia rā ki te puna.

I te wā o te arotake o mua, he hou ngā kaiwhakahaere o te puna reo, ā, kua heke iho te tatauranga tamariki. I nāianei, kua kī katoa te tatauranga tamariki, ā, he pakari te tūnga pūtea o te puna reo. Tekau ngā kaimahi ukiuki, tokorua ngā kaimahi tiriwā ki te puna reo, ā, tokowaru o rātou kua whakamanahia hei kaiako rehita tūturu. E wātea ana ki ngā kaimahi katoa te ako ngaio me te whakawhanaketanga ngaio.

E ai ki te pūrongo a Te Tari Arotake Mātauranga i te tau 2014, he whare kōhungahunga tino pakari tēnei. He pai te mahi ngātahi a te katoa, ā, i te whiwhi ngā tamariki i te mātauranga o te kounga pai. Ko ngā wāhanga i tāutuhia ai hei whakawhanake ake i taua wā, ko te tuitui ake i te hōtaka, te whakapiki i te mōhiotanga me te whakamahinga o te marautanga e pupū ake ana, me te whakawhanake i tētahi rautaki e pā ana ki te reo Māori. Kei te whakawhanake tonuhia te rautaki ki te whakapiki ake i te āheinga ki te whakamahi i te reo Māori ki ngā wāhanga katoa o te puna reo.

Ngā Whakaaturanga o te Aromātai

E ākina ana te tūhura a ngā tamariki i te ao Māori. Ka whakarato ngā kaimahi i te hōhonutanga o tētahi marautanga e hāpai ana i te tirohanga o te puna reo, me ngā putanga mō ngā tamariki. E whakahaerehia ana te marautanga hei whakatairanga ake i te whakawhanaketanga o ia tamaiti, ā, hei whakawhānui anō hoki i tō rātou māramatanga ki te ao e noho nei rātou. E āhei ana te nuinga o ngā kaimahi ki te whakamahi i te reo Māori, ā, ka whakamātau ngā kaimahi katoa ki te kōrero i te reo Māori anake ki ngā tamariki, ā, ki waenganui hoki i a rātou anō. E ākina ana te whakapuaki kōrero a ngā tamariki mā ngā pepeha, ngā karakia, me ngā waiata. Ka hāpai ngā kaimahi i ngā tamariki ki te whai wāhi atu me te taunekeneke ki te taiao tūturu, māoriori hoki, ki te hapori whānui, ā, ki ētahi āhuatanga o te ao Māori. Ka poipoi rātou i te tū takitahi o ngā tamariki me tō rātou ārahitanga, tae atu hoki ki tō rātou māramatanga ki ngā atua Māori. He tūmāia, he pākiki hoki ngā tamariki ki te ao Māori.

He ākonga ngana ngā tamariki. E hāngai ana te hōtaka akoranga ki te rerekē haere o ngā matea me ngā ngākau nuitanga o ngā tamariki. He tino nui ngā tūmomo rauemi ki te puna reo, kua āta waihangatia hoki tōna whakatakotoranga, ā, ka whai pānga ki te taiao māoriori ki roto, ki waho hoki. Kua whakapau kaha ngā tumuaki ki te whakarite i te pai o te mahi ngātahi ki te puna reo. Ka whakanuia e rātou te ‘Tikanga Tiaki’, ā, koia nei te angamahi e whakamahia ana e ngā kaimahi hei ārahi i ā rātou taunekeneke ki ngā tamariki me ō rātou whakaaro huritao ki ā rātou whakaritenga. Ka āta whakamahia te whakatōpūtanga o ngā pūmanawa me ngā pūkenga ngaio o ngā kaimahi katoa, hei āta whakarite i ngā tino painga mō ngā tamariki. Te āhua nei, he pārekareka ki ngā tamariki te ako.

Ka rongo ngā tamariki i te whanaungatanga, ā, ka rumakina rātou ki tētahi taiao whakaute, rangimārie hoki. Ka hāpai, ka manaaki hoki ngā tuākana i ō rātou tēina. Ka hāpai ngā kaimahi i ngā pēpi ki te whakawhanake i te tino hononga ki ngā tāngata me tō rātou taiao. Ka whakatauira ngā kaimahi i te tino whakaarotanga nui ki te ao o ia tamaiti, ki tōna mana āhua ake, me tōna aronga toi whenuatanga. Ka noho maioha te whānau mō te atawhai e whakawhiwhia ana e ā rātou pēpi. He tau, he harikoa ngā tamariki, ā, e tino atawhaitia ana hoki.

Ko te ako, te whakawhanaketanga, me te waiora o ngā tamariki e whakamōhio ana i ngā whakataunga e pā ana ki te whakahaeretanga o te puna reo. Kua kōkiri, kua whai hua hoki ngā kaiwhakahaere ki te whakarite i tētahi wāhi e whakatairanga ana i te whanaungatanga, te manaakitanga, me te kaitiakitanga. Ka mahi ngātahi rātou ki te aroturuki i te tirohanga, te tikanga whakaaro, me te aronga rautaki o te puna reo. He māramatanga ngātahi, he pūmautanga hoki tō te whānau me ngā kaiwhakahaere ki te whakatairanga i te tikanga whakaaro motuhake o te puna reo, me te aroturuki i ngā painga mō ngā tamariki. Ka whakamanahia te whānau, ā, kei te piki ake tā rātou whai wāhi atu ki te hōtaka akoranga me ngā whakahaeretanga o te puna reo. E whakawhanake ana ngā tamariki i te tino aronga toi whenuatanga me te tuakiri ki te puna reo.

Ngā Whakaritenga Matua ka Whai Ake

Me whakapakari ake i te aromātai o roto. Me kaha ake ētahi o ngā kaupapa here kia hāngai tonu atu ki te tirohanga hoki o te puna reo. Kia whakawhanakehia tētahi rautaki e arotahi ana ki te whakapakari ake i te āheinga i roto i te reo Māori.

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 tukanga 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, tukanga 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. E whakahaerehia ana te ratonga hei painga mō ngā tamariki, ā, ka āta whakarite kia noho matua te ako, te hauora, me te noho haumaru o ngā tamariki.

Te Aromātai ka whai ake

Hei ā hea te Tari Arotake Mātauranga aromātai anō ai i te puna reo?

Ka aromātai anō Te Tari Arotake Mātauranga i Te Puna Reo o Ngā Kākano i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

17 Haratua, 2017

2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga 

Te tūwāhi

Kei Te Whanganui-a-Tara

Te tau a Te Tāhuhu o te Mātauranga

60102

Te tūmomo raihana

Hei Ratonga Mātauranga me te Atawhai

Te ture raihana

Ture Mātauranga (Kōhungahunga ) 2008

Te tokomaha mō te raihana

45 ngā tamariki, kia 15 ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

44

Te ira tangata

Kōtiro 15

Tama 29

Ngā hononga ā-iwi

Māori

Pākehā

Iwi kē

37

6

1

Ōrau o ngā kaiako e mau ana i ngā tohu mātauranga

80%

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

Ki raro i te rua tau

1:4

E whakatutuki ana i ngā herenga tikanga

Ki runga ake i te rua tau

1:6

E whakatutuki ana i ngā herenga tikanga

Te wā i te whare kōhungahunga te rōpū arotake

Paenga-whāwhā 2017

Te wā o tēnei pūrongo

17 Haratua, 2017

Ngā pūrongo o mua ā Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Paenga-whāwhā 2014

Poutū-te-rangi 2011

1 Evaluation of Te Puna Reo o Ngā Kākano

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

Not well placed

Requires further development

Well placed

Very well placed

How well do children explore te ao Māori and the wider world?

Children show a high level of confidence to explore te ao Māori and the wider world.

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

Background

Te Puna Reo o Ngā Kākano is close to Pipitea Marae in Wellington. It provides full-time education and care in a kaupapa Māori setting. The puna reo embraces the vision ‘Whakatipuria te kākano kia pihi, kia puāwai’. The puna reo sets out to achieve their vision by maintaining te reo and tikanga Māori in the everyday lives of the children at the puna.

During the previous review, the puna reo had new owners and the roll numbers had decreased. The roll is now at maximum capacity and the puna is financially stable. The puna reo has ten full time and two part time staff, eight of whom are fully registered teachers. All staff have access to professional learning and development.

The 2014 ERO report stated that this was a high performing early childhood centre. All parties worked well together and children received a good quality education. Areas for development included increasing the cohesion of the programme, increasing knowledge and use of the emergent curriculum and developing a te reo Māori strategy. The strategy for increasing te reo Māori capability throughout the puna reo is still to be developed.

The Review Findings

Children are encouraged to explore te ao Māori. Kaimahi provide a rich curriculum to support the puna reo vision and outcomes for children. The curriculum is managed in a way that enhances children’s individual development and extends their understanding of the world they live in. Most staff have capability in te reo Māori and all staff attempt to speak only Māori to children and each other. Children are encouraged to express themselves through pepeha, karakia and waiata. Staff support children to participate and interact with the local and natural environment, the wider community and aspects of the Māori world. They foster children’s independence, leadership and an understanding of ngā atua Māori. Children are confident and inquisitive about te ao Māori.

Children are engaged learners. The learning programme is based on children’s changing needs and interests. The puna reo is extensively resourced and well designed and reflects the natural environment both inside and out. The tumuaki have worked hard to establish a positive culture of collaboration in the puna reo. They promote “Tikanga tiaki” (Care Code) which is the framework used by staff to guide their interactions with children and to reflect on practice their practice. The combined strengths and professional skills of all staff are utilised to ensure positive outcomes for children. Children appear to enjoy learning.

Children experience whanaungatanga and are immersed in a respectful and calm environment. Tuakana support and care for their teina. Staff support babies to develop a strong connection to people and their environment. Staff model a high degree of respect for children’s personal space, individuality and sense of belonging. Whānau appreciate the care their babies receive. Children are settled, happy and well cared for.

Children’s learning, development and wellbeing are used to inform decisions about the operation of the puna reo. Managers have been proactive and effective in creating an environment that promotes whanaungatanga, manaakitanga and kaitiakitanga. They work collaboratively to monitor the vision, philosophy and strategic direction of the puna reo. Whānau and managers have a shared understanding and commitment to promoting the unique philosophy of the puna reo and monitoring outcomes for children. Whānau are valued and are increasingly involved in the learning programme and operations of the puna reo. Children are developing a strong sense of belonging and identity at the puna reo.

Key Next Steps

Internal evaluation requires further strengthening. There are some policies and practices that could align more to the vision of the puna. A strategy to focus on building te reo Māori capability is being developed.

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. The services is managed in the best interests of the children ensuring that their learning, health and safety is a priority. 

Next Evaluation

When is ERO likely to evaluate the immersion centre again?

The next ERO evaluation of Te Puna Reo o Ngā Kākano will be within three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

17 May 2017 

2 Information about the Early Childhood Service 

Location

Wellington

Ministry of Education profile number

60102

License type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 15 aged under 2

Service roll

44

Gender composition

Girls 15

Boys 29

Ethnic composition

Māori

Pakeha/NZ European

Other

37

6

1

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:4

Meets minimum requirements

Over 2

1:6

Meets minimum requirements

Review team on site

April 2017

Date of this report

17 May 2017

Most recent ERO report(s)

Education Review

Education Review

April 2014

March 2011

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 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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.