Te Puna Reo O Puhi Kaiti - 15/02/2016

1 Te Aromātai i te Ratonga

He pēhea te tūnga o Te Puna Reo o Puhi Kaiti 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 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.

He Whakamārama

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.

Ngā Whakaaturanga o te Arotake

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.

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.

Te Whakarāpopototanga

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.

Te arotake ka whai ake

Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te ratonga?

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

1 Evaluation of the Service

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

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.

Background

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.

The Review Findings

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.

Management Assurance on Legal Requirements

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:

  • 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.

Conclusion

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.

Next Review

When is ERO likely to review the service again?

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

2 Information about the immersion Early Childhood Service

Location

Gisborne

Ministry of Education profile number

45087

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

37 children including up to 9 aged under 2

Service roll

35

Gender composition

Boys 18

Girls 17

Ethnic composition

Māori

Other

34

1

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

 

Over 2

1:6

Better than minimum requirements

Review team on site

18 – 19 November 2015

Date of this report

15 February 2016

Most recent ERO report(s)

Education Review

May 2012

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

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.