Te Puna Reo o Pukehinahina - 08/11/2018

1 Te Aromātai i Te Puna Reo o Pukehinahina

He pēhea te tūnga o Te Puna Reo o Pukehinahina 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 whai wāhi atu ki ā rātou wheako ako?

Ka tūmāia ngā tamariki ki te whai wāhi atu ki ngā wheako ako e whakatairanga ana i te tūhura, te auaha, me ngā whakaaro pohewa.

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 Pukehinahina ki Gate Pā School, ki Tauranga. Nō te tau 2014 te puna reo i whakatūngia ai i runga i ngā wawata o te whānau ki te hāpai i te whakawhitinga o ngā tamariki ki te mātauranga rumaki reo Māori e whakaratohia ana e te kura. E kāwanatia ana te puna reo e te tarahiti o Te Puna Reo o Pukehinahina. Ko te tumuaki o te kura, ko tētahi kaikaute, ko tētahi o te whānau ngā mema o te tarahiti nei. Koia nei te arotake tuatahi o te puna reo. Kua raihanatia mō ngā tamariki e 30, ā, kia tokowhitu o aua tamariki no raro i te rua tau te pakeke. Ka tū ngā wāhanga mō te rā katoa, ā, no te 7.30 i te ata ki te 5.30 i te ahiahi ngā haora whakahaere, i te Rāhina ki te Rāmere.

No te whakatuwheratanga o te puna reo nei, kua whakaratohia e Te Tāhuhu o te Mātauranga te kirimana SELO, hei ārahi, hei tautoko hoki i te whakaritenga o te ratonga ako kia kounga ai. No te mutunga o te tau 2017 i oti ai taua kirimana.

Ngā Whakaaturanga o te Arotake

E whakaratohia ana ki ngā tamariki te whānuitanga o ngā tūmomo whai wāhitanga ako e tino whakatairanga ana i te reo Māori me te mātauranga Māori. Ka whakamana, ka whakatauira hoki ngā kaimahi i ngā tikanga Māori. Kōrero Māori ai rātou i ngā wā katoa ki ngā tamariki, ā, ki waenga hoki i a rātou anō. Kei te mārama ngā tamariki tuākana i tērā, i tērā e kōrerohia ana, ā, he tika anō ā rātou whakautu kōrero. Ka āta whakarite ngā kaimahi i te taiao ako, kia whai wāhi mai ai ngā taonga taiao. Ko te ako i a Papatūānuku e whakawhānui ana i ngā māramatanga o ngā tamariki ki te kaitiakitanga, me ā rātou kawenga ki te tiaki i te taiao. Ka āta whakarite ngā kaimahi kia ngahau ngā akoranga mā ngā tamariki. Ka ākina hoki te whai a ngā tamariki i ō rātou ake ngākau nuitanga. Ka āta ārahi, ka āta whakaongaonga hoki ngā kaimahi i ngā whakawhitinga kōrero, hei whakawhānui ake i ngā whakaaro o ngā tamariki me tō rātou āheinga ki te hīraurau hopanga. Ka taea e ngā tamariki te mahi auaha, te tūhura haere hoki, mā te whānuitanga o ngā tūmomo wheako ako i āta whakamaheretia ai. He ngākau titikaha ō ngā tamariki ki te ako.

E whai wāhi nui ana ngā tamariki ki ngā akoranga mā tētahi marautanga e whakatairanga ana i te pakirehua me te ako mā te tākaro. E arotahi ana ngā kaimahi ki te whakatinana me te whakapuaki i tētahi hōtaka akoranga e tāutu ana, e whakatutuki ana hoki i ngā ngākau nuitanga me ngā matea o ia tamaiti. E hāngai nui ana te hōtaka a ngā pēpi ki te tākaro. E whakamahere ana ngā kaimahi i tētahi hōtaka e aro nui ana ki ngā matea ako o ngā pēpi. Ko te whakamahere ā-marau me te whakapuakitanga anō hoki e whakamahia ana hei painga mō ngā tamariki katoa, ā, e whakanui ana hoki i te ako pāhekoheko, puta noa i te puna reo. Kua āta whakatōngia ngā mahi e aromātai ana i te hōtaka, ā, ka arotahi ki te aroturuki i ngā whakapaitanga, puta noa i ngā wāhanga o te marautanga. Ko ngā whakawhitinga kōrero a ngā kaimahi ki ngā hui ā-kaimahi e arotahi ana ki tēnā e whai hua ana, ki tēnā kāhore e whai hua ana, ā, ki ngā mahi tonu ka whai ake. E hāngai ana te huarahi aromatawai ki ngā pūkete. E tohu ana aua tuhinga i tēnā ka puta i te kitenga, te mōhio, me te aro nui o ngā kaimahi ki te ahu whakamua o ngā tamariki. Ka whai wāhi mai anō hoki te reo o ngā whānau, ā, ka tuhia i roto i ngā pūkete aromatawai o ia tamaiti. E whai wāhi nui ana ngā tamariki ki tētahi hōtaka e āta aroturuki ana i tā rātou ako me tā rātou ahu whakamua.

Ka whai hua ngā tamariki i te wā e whakatairanga ana, e aro nui ana hoki te ārahitanga ki te kounga o ngā whakaakoranga me ngā akoranga. He hou te kaiwhakahaere ki tōna tūranga. Ka āta whakautehia, ka whakanuia hoki ia e tana rōpū whakaako, e tana hapori hoki. Ka whai wāhi atu ngā kaimahi ki te whakawhanaketanga ngaio i ia te wā, hei whakapakari ake i ō rātou pūkenga ārahi. Ka whakaratohia ngā whai wāhitanga mō rātou ki te kawe ake i ngā tūranga ārahi i ngā wāhi ako. Ko te ārahitanga ngātahi e kōkiri ana i ngā mahi ki te aromātai o roto. I tēnei wā e arotake ana rātou i ngā uara me te mahere rautaki a te puna reo, mō ngā whakapaitanga me te aronga o ngā mahi ā meāke nei. Kua whakatakotohia te tukanga arohaehae. Ka whakamahi ngā kaimahi i ngā pūnaha ā-ipurangi ki te tāutu i ngā whāinga me te whakaatu i tā rātou tupu, ō rātou āheinga anō hoki ki te āta tahuri i ngā tamariki ki tētahi hōtaka akoranga e whai pūtake ana.

Ngā Whakaritenga Matua ka Whai Ake

Kua whakatūngia tētahi kaiwhakahaere tari hei āta whakarite i te ū tonu o ngā pūnaha me ngā tukanga i te tari. Kua kawe ake te tarahiti i ngā mahi ki te tiaki i ngā pūtea me te ārahi i te whakatinanatanga o te mahere rautaki. Ki tō rātou whakaaro, kua tae ki te wā ki te arotake i te hanganga kāwana, tā rātou pūtake, ngā mahi rautaki, me tā rātou tirohanga. Tāpiri atu ki tēnei, ko te rapu tonu i ngā huarahi e whakarato ana i te ārahitanga me te ako ngaio, me te whakawhanaketanga ngaio hoki o te rōpū ārahi i te puna reo. Ka whai hua ngā tamariki i te wā e whakatairanga ana ngā akoranga i te tino tirohanga me ngā huarahi mātauranga e āta whai pūtake ana ki a rātou.

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 aromātai ka whai ake

Hei ā hea Te Tari Arotake Mātauranga aromātai anō ai i te whare kōhungahunga rumaki reo Māori?

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

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

08 Whiringa ā-rangi, 2018

2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga

Te tūwāhi

Kei Tauranga

Te tau a Te Tāhuhu o te Mātauranga

46704

Te tūmomo raihana

He Kura Pūhou

He Playcentre

He Ratonga Mātauranga me te Atawhai

Te ture raihana

Ture Mātauranga (Kōhungahunga) 2008

Te tokomaha mō te raihana

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

Te tokomaha kei te rārangi ingoa

30, tokowhitu kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 14

Tama 16

Ngā hononga ā-iwi

Māori

Other

29

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

1:3

He pai kē atu i ngā herenga tikanga

Ki runga ake i te rua tau

2:11

He pai kē atu i ngā herenga tikanga

Te wā i te whare kōhungahunga te rōpū arotake

Mahuru 2018

Te wā o tēnei pūrongo

08 Whiringa ā-rangi, 2018

Ngā pūrongo o mua ā Te Tari Arotake Mātauranga

NA

1 Evaluation of Te Puna Reo o Pukehinahina

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

Not well placed

Requires further development

Well placed

Very well placed

How well do children engage with their learning experiences?

Children confidently interact in learning experiences that promote exploration, creativity and imagination.

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

Background

Te Puna Reo o Pukehinahina is located on Gate Pa School in Tauranga. The puna reo was established in 2014 from the aspirations of the whānau to assist children to transition into Māori medium education provided by the school. The puna reo is governed by Te Puna Reo o Pukehinahina Trust. The trust consists of the school principal, an accountant and a whānau member. This is the first review for the puna reo. They are licensed for 30 children including up to 7 children under two years old. Sessions are full day with operational hours from 7.30am to 5.30pm, Monday to Friday.

Since the opening of the puna reo, the Ministry of Education have provided a ‘Strengthening of learning opportunities’ (SELO) contract to provide guidance and support towards establishing a quality learning service. This contract was completed end of 2017.

The Review Findings

Children are provided a range of learning opportunities that strongly promote te reo Māori and mātauranga Māori. Kaimahi value and role model tikanga Māori. They speak te reo Māori constantly to children and each other. The older children understand what is being said and are able to respond appropriately. Kaimahi ensure that the learning environment is inclusive of natural resources. Learning about Papatūānuku extends children’s understanding of kaitiakitanga and their responsibilities to preserving nature. Kaimahi ensure learning is fun for children. Children are also encouraged to follow their interests. Kaimahi intentionally guide and stimulate conversations to extend children’s thinking and to problem solve. Children are able to be creative and explore through a range of well-planned learning experiences. Children are confident learners.

Children experience learning through a curriculum that promotes inquiry and play-based learning. Kaimahi are focussed on implementing and delivering a learning programme that identifies and meets the interests and needs of individual children. The baby programme is strongly play-based. Kaimahi plan a programme that is responsive to the learning needs of babies. Curriculum planning and delivery are used to benefit all children and promote interactive learning across the puna reo. Programme evaluation is an embedded practice and focuses on monitoring improvement across the curriculum areas. Kaimahi discussions at staff meetings focus on what works well, what doesn’t and where to next. The assessment method is based on portfolios. These records show what happens when kaimahi notice, recognise and respond to children’s progress. Whānau voice is included and recorded in the individual assessment portfolios. Children enjoy a programme where their learning and progress are well monitored.

Children benefit when leadership promotes and prioritises quality teaching and learning. The manager is new to her role. She is well respected and valued by her teaching team and community. Kaimahi participate in ongoing professional development to build their leadership skills. They are provided opportunities to take on leadership roles in the learning spaces. Shared leadership drives internal evaluation practice. They are currently reviewing the puna reo values and strategic plan for future improvement and direction. The appraisal process is in place. Kaimahi use online platforms to identify goals and evidence their growth and capability to confidently engage children in a meaningful learning programme.

Key Next Steps

An administrator is in place to ensure that office systems and processes are maintained. The trust has been responsible for maintaining the finances and oversee the implementation of the strategic plan. They believe it is time to review the governance structure, their purpose, strategic actions and vision. In addition, to continue to find ways to provide appropriate mentoring and professional learning and development for the puna reo leadership team. Children benefit from learning that promotes a clear vision and meaningful pathways for their education.

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.

Next Evaluation

When is ERO likely to evaluate the immersion centre again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

8 November 2018

2 Information about the Early Childhood Service

Location

Tauranga

Ministry of Education profile number

46704

Licence type

Free Kindergarten

Playcentre

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 7 aged under 2

Service roll

30 children, including 7 aged under 2

Gender composition

Girls 14

Boys 16

Ethnic composition

Māori

Other

29

1

Percentage of qualified teachers

50-79%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

2:11

Better than minimum requirements

Review team on site

September 2018

Date of this report

8 November 2018

Most recent ERO report(s)

NA

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.