4 Cambridge Terrace, Kaiti, Gisborne
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Kāhore i te pai te tūnga |
Me whakawhanake ake |
He pai te tūnga |
He tino pai te tūnga |
He tino pai te tūnga o Te Puna Reo o Puhi Kaiti 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 te whānuitanga o tēnei whakataunga, kua whakarāpopotongia ki raro iho nei.
Tukuna te tamaiti kia rere ki ngā taumata tiketike.
E tū ana Te Puna Reo o Puhi Kaiti ki Tūranga-nui-a-Kiwa. Nō te tau 2009 te puna reo nei i whakatūngia ai hei manatōpū, ā, ko te whānau ngā kaitiaki. Ko tā te puna reo tirohanga, ko te whakarato i te mātauranga o te kounga kairangi mā te reo Māori. He pai te hononga o ngā kaimahi o te puna reo me Te Rūnanga o Ngāti Porou me te kura o tēnei hapori. E kōkirihia ana te puna reo e ngā kaiako, ā, ka whai wāhi te whānau ki te whakahaeretanga me te kāwanatanga.
He nui ngā whanaketanga ki te marautanga, ā, kua whakatairanga ake te hāngaitanga o tēnei ki te marautanga Māori, ki te ao tawhito, ki te ao hou, inā koa, ki ngā tikanga tonu o Ngāti Porou. Kua tīni hoki te ārahitanga mai i te arotake o mua.
He tino pai te tūnga o Te Puna Reo o Puhi Kaiti ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki.
E ako ana ngā tamariki i te reo Māori. Ka kōrero ngā kaiako me tewhānau i te reo Māori, ā, ka āta whakatauira rātou i te reo pai. Ka rongo ngā tamariki i te reo ā-iwi me te kawa o Ngāti Porou. Kei te hōtaka akoranga ngā whai wāhitanga mō ngā tamariki ki te ako me te whakamahi i ngā waiata, te haka, me ngā karakia. He tākare tā rātou taki, tā rātou whai wāhi atu hoki ki te haka pōwhiri, ngā whakatau me te taki i te haka. Ko ētahi o ngā rautaki ako reo, ko te manawataki, te tāruarua me te kori tinana. He tika te whakamahinga a ngā tamariki tuākana i te reo Māori, puta noa i te whānuitanga o ngā horopaki ōkawa, ōpaki hoki. Ka whai hua anō hoki ā rātou whakawhitinga kōrero, ā, ka whakapuaki rātou i ō rātou whakaaro. Ka mārama, ka whai hoki ngā tamariki tēina i ngā tohutohu me ngā kīanga māmā. E āhei ana rātou ki te tāwhai kupu, ā, e ako ana i ngā rerenga kōrero māmā. Kei te whanake haere te māia o ngā tamariki ki te kōrero i te reo Māori.
Ka ako ngā tamariki i ngā tāngata me ngā wāhi e whai pānga nui ana ki a Ngāti Porou. Nō Ngāti Porou ngā tamariki me ngā whānau katoa, me te nuinga hoki o ngā kaiako. He pakari ngā tamariki ki te waiata i ngā waiata, ngā mōteatea me ngā pātere, me te taki hoki i ngā kīwaha me ngā whakatauāki. Ka whakamahi ngā kaiako i ngā kōrero tuku iho o te hapori nei kia mōhio ai ngā tamariki ko wai rātou. Ka ako ngā tamariki i ngā rangatira me ngā tipuna o Ngāti Porou. He pakari te tuakiri o ngā tamariki.
He ākonga ngā tamariki. Ka whai wā rātou i roto i te taiao ako me te marautanga kua āta hangaia, te tūhura haere me te whai wāhi anō ki te ārahi i tō rātou ake akoranga. Ko te whakatakotoranga o ngā whakaaturanga, te kapa haka, te rōnaki ā-papa o te taiao me te whakamahi i ngā taonga a Papa-tū-ā-nuku he tino aronga o the marautanga. He maha ngā taonga māoriori, taonga tuku iho hoki puta noa i te puna, ā, ka tino kitea ki ngā wāhi toi me te wāhi o waho. Ka whai ngā tamariki i ō rātou ngākau nuitanga, ka tūhura i ngā taumahi hou, ka whakatinana haere i tēnā e ākona ana e rātou, ā, ka whakamātau haere mā ngā huarahi haumaru. He maha ngā rauemi ki te wāhi tākaro o ngā tamariki tēina, tae atu ki ngā taumahi ā-rongo mā rātou hei tūhura. E wātea ana ki ngā tamariki ētahi wero e pā ana ki te pāngarau, te reo matatini, te pūtaiao me te hangarau. Ka whakakārangirangi ai te taiao ki te whakaputa i te whakamīharo me te wairua auaha o ngā tamariki. He pārekareka ki ngā tamariki te tūhura me ngā akoranga.
Ka arohaina, ka atawhaitia hoki ngā tamariki. Ka kitea ki ngā kaiako te manaaki, te aroha, me te ngākau māhaki i a rātou e taunekeneke ana ki ngā tamariki me te whānau. Ka āwhina, ka manaaki hoki ngā tuākana i ngā tēina. Kua whakawhanakehia ngā tino hononga o ngā tamariki ki ngā kaiako, ki waenga hoki i a rātou anō. Ka tino tautokona, ā, ka aro nui hoki ngā kaimahi ki ngā matea o ngā pēpi me ngā tamariki nohinohi. He māhaki, he ngāwari, he ngākau whakaute hoki ngā tauneketanga i waenga i ngā kaimahi me ngā tamariki. Ka whakamahia te mōteatea ki te mirimiri, ki te whakatau hoki i ngā tamariki nohinohi. He harikoa ngā tamariki i te puna reo.
Kua whakawhanakehia tētahi tikanga auaha hei whakamātautau i ngā akoranga a ngā tamariki nohinohi. Ko te tikanga e kīia nei, ko Te Kaihautū o te waka, he mea toro atu ki ngā tino whakawaiwai mai i Te Whāriki me Te Whatu Pōkeka, ā, ka whakamahia hei whakawhanake i ngā pūkete akoranga mā ia tamaiti. Ka kitea i roto ngā pūkete akoranga nei, ngā kōrero me ngā tuhinga rangatira e pā ana ki ngā akoranga hou, te tupu me te puāwaitanga a ngā tamarki. He kaha, he māia hoki ngā tamariki hei ākonga.
Ka whakaaro huritao ngā kaiako, ā, ka āta whakaarohia e rātou tā rātou aronga ki te whakaako me te ako. Kua whakawhanakehia e rātou tētahi ahurea māro kia ahu whakamua ai te whakawhanaketanga ngaio, te whakawhanaketanga ā-tangata hoki i ngā wā katoa. Kua whakamahia e rātou te rangahau hei whakamōhio i tēnā e mahia ana e rātou. E tupu ana tō rātou āheinga ngaio i ngā wā katoa. Ka whakamōhiotia ngā mahere nā te aronga ki te hōtaka arotake me te āta aro matawai o te ahu whakamua me ngā akoranga a ngā tamariki. Ka whai whakaaro ngā kaiako ki ngā ngākau nuitanga o ngā tamariki, ngā rangahau o te wā, me ngā wawata hoki o te whānau i a rātou e waihanga ana i te kiko o te hōtaka. Ka arotahi ngā kaiako ki te ākonga.
He tirohanga whānui tō te āhuatanga ō ngā kaiārahi o te puna reo kia whakatairangatia te kairanga o te whakaako me te akoranga, ā, kua mau kētia hoki ki ngā mōhiotanga o Ngāti Porou. Ka noho kohara, ka noho ngākau nui, ka noho pūmau hoki ngā kaiārahi ki ngā whakaritenga mō meāke nei. He kairanga ngā whāinga, te tautoko i ngā kaimahi kia tupu ai hei mātanga, ā, me te aro pūmau hoki ki ngā tino painga mō ngā tamariki katoa.
Ka whakamanahia, ka whakanuia hoki te whai wāhi mai o te whānau ki ngā akoranga a ā rātou tamariki. He mātātoa tō rātou tautoko i ngā kaupapa, ngā wānanga, ngā haerenga, ngā huihuinga, me ngā whakataunga ki te puna reo. Ka noho ngākau nui, ka noho pūmau hoki rātou ki te tikanga whakaaro me te tirohanga o te puna, ā, ki a Ngāti Porou hoki. He tokomaha ngā whānau e kōrero ana i te reo Māori, ā, ka hāpai hoki rātou i te whakawhanaketanga o te reo o ā rātou tamariki ki te puna me ō rātou ake kāinga.
Ko te waiora o ngā tamariki me ā rātou akoranga e noho matua ana ki ngā whakaritenga mō meāke nei me ngā whakataunga. He nahanaha te whakahaeretanga me ngā whakaritenga o te puna, nā te mārama o ngā kaupapa here, ngā tukanga, ngā pūnaha, me ngā mahi. He pakari te arotake whaiaro, ka whakarato i ngā tino mōhiohio, ka hāngai ki ngā mahere rautaki, ā, ka tāutu i ngā kawenga takohanga, ka whai pānga hoki ki te tikanga whakaaro o te puna me ngā painga mō ngā tamariki. Ka kimi rātou i ngā tirohanga o ngā tamariki me te whānau hoki. He wāhi anō to te arotake whaiaro ki te ārahiatanga o te puna reo me te aronga o ngā kaiako ki te whakapaipaitonutanga.
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.
E tū ana Te Puna Reo o Puhi Kaiti ki Tūranga-nui-a-Kiwa. He tino pai te tūnga o te puna ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki. Ko te reo me ngā tikanga o Ngāti Porou e pou here ana i te hihiri o te marautanga me te taiao ako. He pārekareka ki ngā tamariki ō rātou wheako akoranga. Ka whakamanahia te whānau, ā, ka whai wāhi mātātoa rātou ki te angitu o te puna.
Ka arotake anō Te Tari Arotake Mātauranga i Te Puna Reo o Puhi Kāiti i roto i ngā tau e whā.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
15 Hui-tanguru, 2016
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Te Puna Reo o Puhi Kaiti is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Tukuna te tamaiti kia rere ki ngā taumata tiketike.
Te Puna Reo o Puhi Kaiti is in Gisborne. The centre was established in 2009 as an incorporated society and the whānau are trustees. The vision for the centre is to provide high quality education delivered in te reo Māori. Centre personnel have a good relationship with Te Rūnanga o Ngāti Porou and local kura. The centre is teacher-led and whānau contribute to management and governance.
There has been significant development in the curriculum, which has been revitalised to include a greater emphasis on mātauranga Māori, te ao tāwhito (traditional world), te ao hou (contemporary world), and specifically Ngāti Porou. There has also been a change in leadership since the previous review.
Te Puna Reo o Puhi Kaiti is very well placed to promote positive learning outcomes for children.
Children are learners of te reo Māori. Kaiako and whānau are speakers of te reo Māori and provide good language models. Children are exposed to the Ngāti Porou dialect and kawa. The learning programme includes opportunities for children to learn about and use waiata, haka and karakia. They enthusiastically lead and participate in haka pōwhiri, whakatau and lead haka. Some language learning strategies include the use of rhythm, repetition and action. The older children use te reo Māori correctly in a range of formal and informal contexts. They also have meaningful conversations where they express their thoughts. The younger children understand and follow instructions and simple phrases. They are able to mimic words and are learning simple sentences. Children are developing confidence as speakers of te reo Māori.
Children learn about the people and places within Ngāti Porou. All children, whānau and most kaiako whakapapa to Ngāti Porou. Children confidently sing waiata and recite mōteatea, kīwaha, pātere and whakatauakī. Kaiako use local stories to teach children about who they are. Children learn about leaders and tīpuna from Ngāti Porou. Children have a strong sense of identity.
Children are learners. The learning environment and carefully constructed curriculum supports children to explore and take a lead role in their learning. The visual arts, kapa haka, environmental sustainability and the use of natural resources are a focus of the curriculum. Many natural and traditional Māori resources are throughout the centre particularly in the arts and outdoor areas. Children follow their interests, explore new activities, practice what they learn and are able to take risks in safe ways. The play area for younger children is well resourced and includes sensory activities for them to explore. Numeracy, literacy, science and technology, challenges children’s thinking. The environment provokes children’s wondering and creativity. Children enjoy exploring and learning.
Children are loved and cared for. Kaiako show manaaki, aroha and ngākau mahaki when they interact with children and whānau. Older children help and care for younger children. Children have developed trusting relationships with kaiako and each other. The needs of infants and toddlers are well supported by responsive teachers. Teachers interact with children in a calm, unhurried and respectful way. Mōteatea is used to soothe and settle young children. Children are happy in the centre.
An innovative tool for assessing young children’s learning, has been developed. The tool, Te Kaihautu o te waka, draws on best practice from Te Whāriki and Te Whatu Pōkeka and are used to develop learning portfolios for individual children. Learning portfolios provide rich evidence of children’s new learning, their growth and development. Children are strong confident learners.
Kaiako are reflective thinkers who are considered in their approach to teaching and learning. They have developed a strong culture for ongoing professional and personal development. They have used research to inform what they do. They are continually growing their professional capability. Planning is informed by in-depth programme evaluation and careful assessment of children’s progress and learning. Kaiako include children’s interests, current research and whānau aspirations as they design the programme content. Kaiako focus on the learner.
Centre leaders provide a visionary approach to promoting high quality teaching and learning that is embedded in Ngāti Porou knowledge. Leaders are passionate, enthusiastic and future focussed. They have high expectations for quality, support all staff to develop as professionals and maintain a strong focus on best outcomes for all children.
Whānau are valued, respected partners in their children’s learning. They actively support centre events, wānanga, excursions, meetings and management decisions. They have a passion and commitment for the centre philosophy, vision and Ngāti Porou. Several whānau are speakers of te reo Māori and support their children’s language development at the centre and in their homes.
Children’s wellbeing and learning are critical to future planning and decision making. The systematic management and operation of the centre is because there are clear policies, procedures, processes and practices. Internal evaluation is robust and provides sound information, aligns to strategic planning, identifies accountability and influences the centre philosophy and outcomes for children. Children and whānau perspectives are sought. Internal evaluation is contributing to the centre leadership and teacher focus on continuous improvement.
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.
Te Puna Reo o Puhi Kaiti is in Gisborne. The centre is well placed to promote positive learning outcomes for children. Te reo and tikanga o Ngāti Porou underpins the dynamic curriculum and vibrant learning environment. Children enjoy their learning experiences. Whānau are valued, active partners who contribute to the success of the centre.
The next ERO review of Te Puna Reo o Puhi Kaiti will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
15 February 2016
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Location |
Gisborne |
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Ministry of Education profile number |
45087 |
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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 |
37 children including up to 9 aged under 2 |
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Service roll |
35 |
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Gender composition |
Boys 18 Girls 17 |
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Ethnic composition |
Māori Other |
34 1 |
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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 |
18 – 19 November 2015 |
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Date of this report |
15 February 2016 |
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Most recent ERO report(s) |
Education Review |
May 2012 |
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.
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Te tūwāhi |
Tūranganui-ā-Kiwa |
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Te tau a te te Tāhuhu o te Mātauranga |
45087 |
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Te tūmomo whare |
He puna reo |
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Te maha mō te raihana |
25 kia tokoiwa ngā tamariki ki raro i te rua tau |
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Te maha o te rārangi ingoa |
24 tokorua ngā tamariki kei raro i te rua tau |
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Te ira tangata |
Kōtiro 8 Tama tāne 16 |
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Ngā hononga ā-iwi |
He Māori te katoa |
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Te wā i te pokapū te rōpū arotake |
Poutū te rangi 2012 |
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Te wā o tēnei pūrongo |
Haratua 2012 |
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Ngā pūrongo o mua ā te Tari Arotake Mātauranga |
Kāore he pūrongo o mua mai i tēnei |
Kei Tūranganui-ā-Kiwa Te Puna Reo o Kaiiti. Kei tētahi wāhi pōhara ki Turanganui-ā-Kiwa te puna reo nei, ā, he pai te tautoko a ngā tāngata o tēnei rohe ki te puna reo. I whakatū Te Puna Reo o Kaiiti i ngā tau e whā ki muri mai, ā, ko tēnei tōna arotake tuatahi. Nō te taone me te tuawhenua ngā tamariki o tēnei puna reo. He kaporeihana te puna reo, ā, ko te whānau ngā kaitiaki. Ko te whānau ka whakatau i ngā kaupapa katoa. Nō Ngati Porou te iwi o tēnei puna reo. Ko te reo me ngā tikanga Māori kei te pūtake o ngā mahi katoa o te puna.
He whānui te tukanga arotake whaiaro me tōna arotahi ki te whakatinana i te marautanga. He pai te whakarite me te whakahaere i ngā pūnaha whakahaere. Kua arotake ngā kaupapa here me ngā tukanga me te whakahou i ēnei. Ka whakaatu te whānau he kaitukumahi tika rātou. Me arotake te mahere rautaki. Kei te rangirua e pā ana ki te arotake whaiaro me te whakamahere rautaki, He mea nui kia tāutu te whānau i o rātou whāinga mō te wā roa mō te puna hei hāpai i ngā whanaketanga a meāke nei. He pai te tūranga a pūtea o te puna. Ka kitea i te rahi o ngā rauemi ki te whakatinana i te hōtaka he whāinga matua tēnei ki te tahua.
He pai te whakahaere me te whakarite i te hōtaka akoranga. E mau ana ngā ariā te reo Māori ki ngā āhua katoa o te puna. He whānui ngā wheako akoranga hei whakaihiihi i te ako o ngā tamariki. He akonga māia ngā tamariki.
He tōtika ngā taunekeneke a ngā kaimahi me ngā tamariki. He mātātoa ngā kaimahi ki te ako o ngā tamariki. Kei te ngākaunui rātou ki te kaupapa o te puna me te aroha ki ngā tamariki. He āhuatanga anō tō te kuia ki te hōtaka akoranga. Ka kīnaki te ako a whakatipuranga ki te whanaketanga katoa o ngā tamariki. He harikoa ngā tamariki i te puna.
E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia Te Puna Reo o Puhi Kaiiti 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 Reo o Puhi Kaiiti 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 pupuritia 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 Reo o Puhi Kaiiti.
Ko te katoa o ngā arotake matauranga 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 te:
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.
I whakatū Te Puna Reo o Puhi Kaiiti whā tau o muri mai, ā, ko tēnei te arotake tuatahi i te puna. E ngākaunui ana te tumuaki me ngā kaimahi ki te whakarato i tētahi taiao takatika mō a rātou tamariki. Ko te reo me ngā tikanga Māori kei te pūtake o ngā mahi katoa i te puna. Ka arotake te Tari Arotake Mātauranga i te kaha o te puna ki te poipoi i te whanaketanga katoa o a rātou tamariki.
Ka whakarato ngā kaimahi i tētahi taiao e tutuki ana i te reo Māori, te tuakiri ahurea, me te oranga o ngā tamariki. Ka whai wāhi ngā tamariki ki te tuhura, te mahi auaha, te hiraurau hopanga me te wero i a rātou a tinana, a hinengaro hoki. Ka whai kōwhiringa ngā tamariki ki te tākaro takitahi ki ngā wāhi akoranga. Ka kitea te ako a whakatipuranga i te noho a te kuia ki te puna. He whakaute ngā kaimahi me ngā tamariki ki o rātou taunekeneke me te kuia.
Kua whakatū ngā taiao ki waho, ki rō whare hoki kia āhei ai te rere o te tākaro o ngā tamariki. He whakaihiihi te taiao o roto, ā, he maha hoki ngā rauemi ki tēnei wāhi. Ki te wāhi o waho ka taea e ngā tamariki te tuhura ki te taiao o Paptuanuku.
Ko te reo Māori te reo kōrero i te puna. Ka kōrero Māori ngā kaimahi puta noa i te rā. Ko te reo ake o Ngāti Porou te whāinga matua. Kei te mārama pai ngā tamariki ki te reo Māori, ā, ka kite tēnei ki o rātou whakautu ki ngā pātai me ngā tono. Ka taea e ētahi o ngā tuakana te whakawhiti kōrero me ngā kaimahi.
He mātātoa ngā kaimahi ki te ako o ngā tamariki. He mea whakamana, he mea whai whakaaro hoki ngā taunekeneke. He tōtika te whakahaere me te whakarite a ngā kaimahi i te hōtaka. Ka kitea hoki te noho tahi a ngā tuakana me ngā teina.
He whānui, he amiki ngā tuhinga aromatawai. He whakamere te whānui o ngā kōrero kua pai te whakaatu e pā ana ki te ako, te whanake me te ahu whakamua o tēnā, o tēnā o ngā tamariki. Ka aroturuki, ka aromatawai ngā kaimahi i ngā tamariki ki tētahi anga a Māori nei e hopu ana i te ahua katoa me te wairua o te taha Māori o ngā tamariki.
He whānui, he amiki ngā mahi whakamahere. E ai ngā whakamahere takitahi ki ngā ngākaunui e puta mai ana i tēnā, i tēnā o ngā tamariki. He mahere mō te wā roa hoki te puna tae atu ana ki ngā rautaki mō te whakatinana i te kaupapa. Ka kitea ngā hono mārama ki Te Whāriki.
Ka aromātai ngātahi ngā kaimahi me te whai whakaaro ki te tōtika o te hōtaka akoranga. Ka arahi ēnei whakawhitinga kōrero me ēnei aromātai i ngā whakapaitanga me ngā whakarerekētanga ki te hōtaka akoranga. Hei wahanga o ōna mahi arotake whaiaro, kua tāutu te puna reo i te take mō ngā kaimahi ki te whakakaha i o rātou kaha takitahi ki te whai whakaaro i ia wā ki o rātou mahi me o rātou āhua ngaiotanga. He mea nui kia mau ngā kaimahi ki te aronga mārama ki te pehea o o rātou mahi takitahi, a rōpū hoki ki te whakarerekē whai hua nei ki te ako me te tipu o a rātou tamariki.
He kaporeihana Te Puna Reo o Puhi Kaiiti. He mema o te whānau ngā kaitiaki, ā, ka mau hoki ia rātou ngā tūranga matua. Kei te komiti matua te kawenga ki te whakatika i ngā take e pā ana ki ngā pūtea me ngā kaimahi. Ka kōrerotia ngā take ki ngā hui a whānau.
Ka aromātai te Tari Arotake Mātauranga i te kaha o te whānau ki te whakahaere i ngā mahi o te puna reo.
Kei Te Puna Reo o Puhi Kaiiti ngā tukanga kia āhei ai te kawenga ki ngā tamariki, te whānau, ngā kaumātua me ngā kaimahi. Tae atu ana:
Me arotake te mahere rautaki kei te whānau i tēnei wā. Kei te rangirua i waenganui i te arotake me te whakamahere rautaki. He mea nui kia arotahi te whānau ki ngā whāinga mō te wā roa mō te puna reo. Me tautu mārama ngā whāinga, me whakarite tētahi wā taka, me tōhaina tētahi tahua, me tohua hoki tētahi tangata hei aroturuki i te ahu whakamua o te rautaki.
I mua o te arotake, i whakakiia e te kaipupuri i te raihana me ngā kaimahi o Te Puna Reo o Puhi Kaiiti, 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 pā ana ki:
I te wā o te arotake, i whakamātauhia e te Tari Arotake Matauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:
E tūtohu ana te Tari Arotake kia tahuri te whānau:
E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia Te Puna Reo o Puhi Kaiiti 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.
Ani Rolleston Te Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)
30 Haratua 2012
|
Location |
Gisborne |
|
Ministry of Education profile number |
45087 |
|
Type From the Office’s data base, Sessional or All Day |
Puna Reo |
|
Number licensed for |
25 children including 9 under two years old |
|
Roll number |
24 children including 2 under two years old |
|
Gender composition |
Girls 8 Boys 16 |
|
Ethnic composition |
Māori 24 |
|
Review team onsite |
March 2012 |
|
Date of this report |
May 2012 |
|
Previous ERO reports |
Nil |
Te Puna Reo o Puhi Kaiiti is situated in Gisborne. It is located in a low socio-economic area of Gisborne and is well supported by people in the Kaiiti community. Te Puna Reo o Puhi Kaiiti was established four years ago and this is its first review. Children come from urban and rural communities. The puna is an incorporated society and the whānau are trustees. All decision making is carried out by the whānau. The puna reo is affiliated to the iwi of Ngāti Porou. Te reo and tikanga Māori are central to its operations and practice.
There is an extensive self review process which focuses on curriculum implementation. Management systems are well organised and maintained. All policies and procedures have been reviewed and updated. Whānau demonstrate principles of being fair and reasonable employers. The strategic plan requires reviewing. There is confusion between self review and strategic planning. It is important that the whānau identifies long term priorities for the puna to support future development. The puna is financially viable. It is obvious through the resources available for programme implementation that this is a priority for the budget.
The learning programme is well managed and organised. Te ao Māori concepts are embedded in all aspects of the puna. There is a variety of learning experiences to stimulate children’s learning. The learning environments are conducive to children’s learning. Children are confident learners.
Kaimahi interactions with children are appropriate. The kaimahi are active participants in children’s learning. They are committed to the kaupapa of the puna as well as passionate about children. The presence of a kuia adds another dimension to the learning programme. The value of intergenerational learning contributes to the holistic development of children. The children are happy to be at the puna.
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.
Te Puna reo o Puhi KaiitiBefore the review, the management ofwas 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.
Te Puna reo o Puhi KaiitiThe 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.
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 Reo o Puhi Kaiiti was established four years ago and this is this puna first review. The tumuaki and kaimahi are committed to providing a positive learning environment for their children. Te reo Māori and tikanga Māori underpin all practices within the puna. ERO will review the extent to which the puna nurtures the holistic development of their children.
The kaimahi provide a learning programme that caters for te reo Māori, cultural identity and wellbeing of all children. Children have opportunities to explore, be creative, problem solve and to be challenged both physically and intellectually. Areas of learning provide the children with a range of choices for independent play. Intergenerational learning is evident with the presence of kuia. Kaimahi and children are respectful in their interactions with the nanny.
Indoor and outdoor environments are set up to ensure that the flow of children’s play is not disrupted. The indoor area is vibrant and well resourced. The outdoor area enables children to explore the natural environment.
Te reo Māori is the language of communication. Kaimahi use te reo Māori consistently throughout the day. Te reo o Ngāti Porou is the priority. The children have a good understanding of te reo Māori which is evident in the way they respond to questions and requests. Some of the older children are able to converse with kaimahi.
Kaimahi are active participants in children’s learning. Their interactions are respectful and considerate. Kaimahi manage and organise the programme effectively. The tuakana teina philosophy is evident in practice.
Assessment records are comprehensive and detailed. There is an interesting range of well-presented information about individual children’s learning, development and progress. Kaimahi monitor and assess children within a Māori-focused framework which captures the holistic essence and wairua of children’s taha Māori.
Planning is comprehensive and detailed. Individualised planning is based on children’s emerging interests. There is also a long term plan which includes strategies for implementation of the kaupapa. Clear links to Te Whāriki are apparent.
Kaimahi collectively evaluate and reflect on the effectiveness of the learning programme. These discussions and evaluations guide improvements and changes to the learning programme. As part of its self review practice, the puna reo has identified the need for kaimahi to strengthen their individual capacity to regualarly reflect on their own professional practice and conduct. It is important for kaimahi to maintain a clear focus on how well their individual and collective practice is making a meaningful difference for their children’s learning and growth.
Te Puna Reo o Puhi Kaiiti is an incorporated society. The Trustees are whānau members who hold key positions. The komiti matua deals with matters related to finances and staffing. Any issues are reported at whānau hui.
ERO will evaluate the extent to which the whānau manage the operations of the puna reo.
Te Puna Reo o Puhi Kaiiti have in place processes to ensure accountability to children, whānau, kaumātua and kaimahi. This includes the following:
The current strategic plan needs reviewing. There is confusion between review and strategic planning. It is important that whānau focus on long term priorities for the puna reo. Goals need to be clearly identified, a timeline established, budget allocated and a person allocated to monitor the progress of the strategy.
Te Puna reo o Puhi Kaiiti Before the review, the licensee and staff ofcompleted an EROCentreManagement Assurance StatementandSelf-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:
ERO recommends that the whānau:
30/5/2012ERO 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. Ani Rolleston National Manager Review Services Māori (Te Uepū ā-Motu)
30/5/2012
Te Puna reo o Puhi KaiitiThese are the findings of the Education Review Office’s latest report on.
Te Puna Reo o Puhi Kaiiti is situated in Gisborne. It is located in a low socio-economic area of Gisborne and is well supported by people in the Kaiiti community. Te Puna Reo o Puhi Kaiiti was established four years ago and this is its first review. Children come from urban and rural communities. The puna is an incorporated society and the whānau are trustees. All decision making is carried out by the whānau. The puna reo is affiliated to the iwi of Ngāti Porou. Te reo and tikanga Māori are central to its operations and practice.
There is an extensive self review process which focuses on curriculum implementation. Management systems are well organised and maintained. All policies and procedures have been reviewed and updated. Whānau demonstrate principles of being fair and reasonable employers. The strategic plan requires reviewing. There is confusion between self review and strategic planning. It is important that the whānau identifies long term priorities for the puna to support future development. The puna is financially viable. It is obvious through the resources available for programme implementation that this is a priority for the budget.
The learning programme is well managed and organised. Te ao Māori concepts are embedded in all aspects of the puna. There is a variety of learning experiences to stimulate children’s learning. The learning environments are conducive to children’s learning. Children are confident learners.
Kaimahi interactions with children are appropriate. The kaimahi are active participants in children’s learning. They are committed to the kaupapa of the puna as well as passionate about children. The presence of a kuia adds another dimension to the learning programme. The value of intergenerational learning contributes to the holistic development of children. The children are happy to be at the puna.
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.
If you would like a copy of the full report, please see the ERO web page, http://www.ero.govt.nz.
Ani Rolleston
National Manager Review Services Māori (Te Uepū ā-Motu)