Te Puna Reo O Raparapaririki - 08/12/2014

1 Te Aromātai i Te Puna Reo o Raparapaririki

He pēhea te tūnga o Te Puna Reo o Raparapaririki ki te whakanui i ngā putanga ako papai mō ngā tamariki?

Kāhore i te pai te tūnga

Me whakawhanake ake

He pai te tūnga

He tino pai te tūnga

Ko ngā whakaaturanga a te Tari Arotake Mātauranga, hei hāpai i tēnei whakataunga, i whakatakotohia ai ki raro iho nei.

He Whakamārama

Ko te taimati o Te Waiū

Kia ekeina a Tikitiki o Rangi

Kia tomohia a Rangiātea

Kia mau ki te wānanga o te ao Māori

O te ao whānui

Koinei te taumata whakahirahira

O tōna ao ake

E tū ana Te Puna o Raparapaririki i raro i te maru o Te Kura Kaupapa Māori o Te Waiū o Ngāti Porou ki Ruatoria, ko te Raparapaririki Charitable Trust Board te pōari whakahaere. Ko te nuinga o ngā tamariki he uri nō Ngāti Porou.

I tapaina mai ai te ingoa o te puna i tētehi pūrākau e whakakōrero ana i ngā kaupapa nui taioreore a Māui. I te wā i hī ai e Māui a Aotearoa, i tukuna e Māui ōna tuakana ki te manaaki i te ikanui. Nō tana hokinga mai i kite i ngā ririki e ngaro haere ana. Ka whakatika a Māui ki te raparapa haere i ngā ririki nei i taka ki ngā rua i ngā mahi a ngā tuakana. Ka noho te pūrākau hei whakamaumahara i Te Puna Reo o Raparapaririki ki te raparapa i ngā taonga kei te hohonutanga o te mātauranga.

E mea ana ngā mātāpono o Te Puna Reo ko te reo me ngā tikanga te tūāpapa e tupu mai ai he raeroa i Te Ao Māori, ka mutu he raeroa i Te Ao o Ngāti Porou. KoTe Whāriki, ko Te Whatu Pōkeka, me Te Aho Matua ngā marau e kaha nei Te Puna Reo o Raparapaririki te whai, anō nei, ko te whakatinana i to matou Ngāti Poroutanga hoki.

Ngā Kitenga o te Arotake

Ko te whanaungatanga te wai i kaha ai te muka tangata. He mahana te mahitahi a ngā tamariki me ngā kaiako. Ka hui tahi ngā tamariki hei Puna Reo ki te ruku ki roto i ngā karakia, ngā mihimihi me ngā waiata e whakatairanga ana i te oranga tinana, i te oranga wairua hoki. Mārakerake ana te kitea te noho tahi a ngā teina me ngā tuakana i roto i ngā mahi. E kite ana ngā tamariki e tautoko ana ngā mātua i a rātou anō i te whakapūmautanga o ngā tūranga mahi. E mārama pai ana ngā tamariki ki ngā whanonga me ngā pūkenga o te noho tahi.

E māia ana ngā tamariki i roto i te wā tākaro. E akiakitia ana ngā tamariki kia motuhake, kia whakatōmene hoki. E whakatauirahia ana te whanonga tika i te wā tākaro. He pai te mahi a ngā mātua ki te tautoko i ngā wā tākaro. He pai te whakamanatia o ngā tamariki pakeke e ngā kaimahi. E harikoa ana, e tau ana te wairua o te tamaiti.

E whakapūmautia ana te tuakiritanga me ngā hononga o te tamaiti. Kei te ako ngā tamariki i te ahurea tika hei whakatairanga i tō rātou Ngāti Poroutanga. Ka whai wāhi atu ngā tamariki ki ngā pōwhiri me ngā whakatau a te kura me te puna. Ka whai wāhi hoki ki te kapa haka o te kura me te hapori whānui. E tūwhera ana te puna ki ngā kaumātua kia whai wāhi hoki rātou ki te puna. E tino kaha ana te hono o ngā tamariki ki te puna, te kura me te hapori whānui.

E tino whai wāhi ana ngā tamariki ki te reo ake o Ngāti Porou. He mātanga ngā kaimahi o te reo o Ngāti Porou. E kōrerotia ana te reo o Ngāti Porou ki ngā tamariki. E rangona ana e ngā tamariki te reo Māori e kawea ana i roto i ngā mihi, ngā waiata, ngā karakia, ngā inoi, ngā pepehā, ngā waiata-ā-ringa me ngā kapa haka. He puanani hoki ētehi o ngā tamariki o te reo, ngā whānau hoki. Ka āta poipoia ngā tamariki whakaaro nui kia tū hei rangatira mō te iwi. Ka whakawaiatatia te reo hei whakawhanake anō i te reo o Ngāti Porou. He toa ngā tamariki o te reo o Ngāti Porou.

Ka mātakitaki ngā kaiako i ngā tamariki e kitea ai ngā koingo o te tamaiti. Mahea ana te kite e aro pū ana ngā mahere ki te ako i ngā tamariki i roto i tō rātou tūrangawaewae, i tō rātou tuakiritanga hoki. E poipoia ana ngā koingo o ngā tamariki i roto i te takaro. He nui ngā āhautanga ako hei whakakoi ake i te hinengaro mā ngā tamariki.

Ka whai wāhi atu ngā tamariki ki te tūhura i tō rātou ake taiao me te taiao whānui hoki. He maha ngā rauemi e tautoko ana i ngā mahi tuhituhi me ngā mahi pāngarau a te tamaiti. He nui ngā tohu, ngā tae, ngā pikitia hoki e whakaāhua ana i te ao pohewa mā ngā tamariki. Ka ako ngā tamariki e pā ana ki te aotūroa me te aohurihuri i te nui o ngā haerenga.

E tino whai wāhi ana ngā mātua ki ngā akoranga a ā rātou tamariki. Ka pānuitia ngā haerenga ki ngā mātua kia whai wāhi ai rātou ki te tautoko. Ka tuku noa ngā kōrero ātaahua me ngā koingo o ngā tamariki ki ngā kaimahi kia āhei ai te whakawhanake. Ka wānanga tahi te whānau me ngā kaimahi ngā wawata, me ngā tumanako mō ngā tamariki.

Kei runga noa atu ngā mahi a ngā pou whakahaere. E aro pū ana ki ngā koingo o te tamaiti. Ko ngā tumu whakahaere ka āta mātakitaki, ka āwhina hoki i te puna reo me ngā whakahaeretanga nama, ngā āhuatanga kaimahi, ngā momo whakangungu, ngā whakahaeretanga whenua, whaioranga, te haumaru hoki. Ko te ora o te tamaiti hei Māori te pūtake o ngā whakatau whakahaere nei.

Ngā mahi matua ka whai ake

E whakaae ana Te Tari Arotake, ngā Tumu whakahaere, ngā kaiako me te whānau ko ngā āhuatanga hei whakatika ko:

  • te wāhi ki ngā arotake e kitea ai te tino ora i roto i ngā mahi ako
  • te whakatika i te aroturukitanga, te ripoatatanga, me te pupuritanga o ngā āhuatanga mō te mahere whakahaere-ā-tau.

Te Whakatau a ngā Kaiwhakahaere ki ngā Wāhanga Tautukunga

I mua o te arotake, i whakakīia e ngā kaimahi me ngā kaiwhakahaere o Te Puna Reo o Raparapaririki i tētahi Tauāki Kupu Tūturu a te Pokapū me tētahi Rārangi 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 e pā ana ki:

  • te marautanga
  • ngā whare me ngā rawa
  • ngā whakaritenga e pā ana ki te hauora me te haumaru
  • te kāwanatanga, te whakahaeretanga, me te whakahaere tari.

I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:

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

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

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

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri o Te Puna Reo o Raparapaririki i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

8 Hakihea 2014

1 Evaluation of Te Puna Reo O Raparapaririki

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

Not well placed

Requires further development

Well placed

Very well placed

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

Background

Ko te taimati o Te Waiū

Kia ekeina a Tikitiki o Rangi

Kia tomohia a Rangiātea

Kia mau ki te wānanga o te ao Māori

O te ao whānui

Koinei te taumata whakahirahira

O tōna ao ake

The puna reo is located on Te Kura Kaupapa Māori o Te Waiū o Ngāti Porou in Ruatoria and governed by the Raparapaririki Charitable Trust Board. A high proportion of the children are of Ngāti Porou descent.

The name of Te Puna Reo o Raparapaririki comes from a narrative that depicts the great feats of Māui. Māui fished up Aotearoa and left his brothers to nurture the great fish. Maui returned to see the ‘ririki’ the ‘mystical fairies’ deteriorating. Māui then began to ‘raparapa’ or ‘search’ for the mystical creatures left in his brothers’ ruins. This narrative is a reminder for Te Puna Reo o Raparapaririki to pursue the treasures of knowledge.

The puna reo philosophy states that te reo and tikanga Māori are the foundation upon which children flourish and grow to be active participants in te ao Māori, and more specifically in te ao o Ngāti Porou. Te Puna Reo o Raparapaririki are guided by the methodologies; Te Whāriki, Te Whatu Pōkeka and Te Aho Matua which also enhances their Ngāti Poroutanga.

The Review Findings

Children interact positively with each other and teachers. Whanaungatanga underpins interactions and relationships. Children meet as a Puna Reo to actively participate in karakia, mihimihi and waiata to promote spiritual and physical well being. Tuakana teina relationships are evident during these group activities. Children observe adults supporting each other in their progress as staff. Children understand appropriate behaviours in social settings.

Children are confident. All children are encouraged to be independent and explore. Teachers model appropriate behaviour during play. Mothers support the puna reo during free play. Teachers extend the older children in highly effective ways. Children are happy and content.

Children’s identity and cultural heritage is affirmed. Children learn in an authentic learning environment that promotes Ngāti Poroutanga. They participate in pōwhiri and whakatau at the puna reo and kura. Children participate in performing arts with the kura and community. Kuia and kaumatua are welcomed and participate in puna reo events. Children are strongly connected to their, puna reo, kura and wider whānau.

Children are becoming speakers of te reo o Ngāti Porou. Teachers are competent speakers of te reo o Ngāti Porou. They speak te reo o Ngāti Porou to children throughout the day. Children hear and use te reo Māori during mihi, waiata, karakia, inoi, pepehā, waiata-ā-ringa and kapa haka. Some children are fluent speakers as are their whānau. Children who show leadership qualities are nurtured to develop these further. Teachers use waiata to support te reo o Ngāti Porou development. Children are confident speakers of Te Reo o Ngāti Porou.

Teachers observe children and identify emerging interests. The planning framework focuses strongly on teaching and learning about children’s belonging and identity. Children confidently enhance their interest through play. Children are provided with learning opportunities to extend their thinking.

Children comfortably explore their immediate and wider environment. There are appropriate resources to support children’s early numeracy and literacy development. There are a number of symbols, colours and photos that creates an imaginary setting for children. Children learn about the natural and physical worlds through regular outings.

Whānau play a key role in children’s learning. Whānau are informed of events as a means for participation. They provide valuable information and ideas to teachers about their children’s interests and development. Whānau confidently share their aspirations with each other and staff.

Whānau practices are highly effective. There is a clear focus on supporting children’s interests. Managers within the kura oversee and assist the puna reo with financial management, personnel management, training, property management and health and safety. Children’s holistic wellbeing is central to management decisions.

Key Next Steps

ERO and the managers, teachers and whānau agree that the next steps for improvement include:

  • Implement robust evaluation tools to identify improvements to the learning programme
  • Improve the monitoring, reporting and recording of the annual plan.

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.

Next Review

When is ERO likely to review the service again?

The next ERO review of Te Puna Reo o Raparapaririki will be in 3 years.

Lynda Pura Watson

National Manager Review Services Māori (Te Uepū-ā-Motu)

8 December 2014

2 Information about the Early Childhood Service

Location

Ruatoria

Ministry of Education profile number

46197

Licence type

He Puna Reo – Bi-lingual Early Childhood Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children including up to 10 aged under 2

Service roll

21 including up to 9 aged under 2

Gender composition

Girls 17

Boys 13

Ethnic composition

Māori

100

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

3:9

Meets minimum requirements

 

Over 2

3:21

Meets minimum requirements

Review team on site

3 – 4 September 2014

Date of this report

8 December 2014

Most recent ERO report(s)

First Review

 

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.