Te Puna Reo O Waione

1 Te Aromātai i Te Puna Reo o Waione

He pēhea te tūnga o Te Puna Reo o Waione 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 tēnei whakataunga i whakarāpopotohia ai ki raro iho nei.

He Whakamārama

E tū ana Te Puna Reo o Waione ki te marae o Waikōhatu, e pā tata atu ana ki Rotoiti. Kei te umanga taunaha tāpui a Maioha te kāwanatanga o te puna reo, ā, e arahina ana ki ngā whāinga me ngā tūmanako i whakaraupapa ai i roto i te mahere rautaki a Ngāti Tarāwhai. Ko te eke angitu o ngā uri o Ngāti Tarāwhai tētahi aronga pae tawhiti matua o te iwi. E whakarato ana te puna reo i tētahi taiao wāteatea e poipoi ana i ngā tūmomo reanga tamariki katoa. Ka mahi ngātahi te kaiwhakahaere me ngā kaimahi ki te āta whakarite i ngā mahi o ia rā kia tutukihia ai ngā matea ako o ngā tamariki katoa. E whakahaere ana rātou i tētahi rōpū e mau nei i ngā kaimahi whakaako tokorima, me ngā kaimahi tautoko tokotoru. Kua riro i ngā kaimahi whakaako katoa ngā tohu mātauranga whakaako, ā, he tātai whakapapa anō hoki ō rātou ki a Ngāti Tarāwhai. Koia nei te arotake mātauranga tuatahi o te puna reo.

Ngā Whakaaturanga o te Aromātai

Ka tiro whānuitia e te umanga taunaha tāpui a Maioha ngā take katoa e whai pānga ana ki te whakahaeretanga o te puna reo. Kei te kaiwhakahaere te kawenga matua ki te āta whakarite i te whakatutukitanga o ngā tūmanako o te rōpū kāwana, ā, ki te whakarato anō hoki i ngā pūrongo e pā ana ki ngā āhuatanga matua o te whakahaeretanga. Ka arotahi te whakamahere rautaki me te arotake o roto ki te whakamana i ngā tamariki. Ko te poipoi i ngā tamariki mā tō rātou ahurea, tō rātou tuakiri, me tō rātou reo, ā, ko te whakapakari anō hoki i te āheinga o te whānau ngā whāinga nunui. E tino hāngai ana te pūtea ā-tau ki ngā whāinga me ngā kaupapa matua i tāutuhia ai. Ka whakamaheretia ngā arotake o roto o ngā pūnaha, ā, ka aro nui hoki ki ngā wawata me ngā tūmanako o ngā whānau mō ā rātou tamariki. E tautoko ana ngā kaiwhakahaere i te ako ngaio me te whakawhanake ngaio o ngā kaiako, i runga anō i te āhua o ō rātou matea ake, me ērā anō hoki o te katoa. E whai hua ana ngā tamariki nā te whāinga o te tikanga whakaaro me te tirohanga ki te whakatinana i ō rātou pūmanawa hei uri o Ngāti Tarāwhai.

Ka mahi ngātahi ngā kaiako, te kaiwhakahaere, me ngā kaimahi ki te āta whakarite i te whakatinanatanga o ngā whāinga kāwana me ngā tūmanako kāwana. Kei te māramahia e ngā kaiārahi ngā wawata me ngā tūmanako o te whānau. Ka mahi ngātahi, ka aro nui hoki rātou ki te whakatutuki i aua tūāhuatanga. E pou herea ana te waihanga me ngā whakatinanatanga o te marau ki Te Whāriki. Ka waihangatia e ngā kaiārahi me ngā kaimahi te ahurea kia noho matua ai ki te titiro, ko te whakamana, te whakanui, me te whakakoia hoki i ngā tamariki mō ō rātou tuakiri, me ō rātou pūmanawa e whakapuakihia ana ki ngā akoranga. Ko te whakaute, te whakawhirinaki, me te tauutuutu kei te pūtake o ngā hononga ki waenga i ngā kaimahi me te whānau. He nui te whakawhirinaki, te ngākau titikaha hoki o te whānau mō te rōpū kaimahi me ā rātou mahi ki te whakarato i te tino atawhai me te tino mātauranga mō ā rātou tamariki. E arotahi ana ngā kaiārahi ki te whakapai ake i te kounga o te mātauranga me te atawhai mā te pakari tonu o te arotake whaiaro. E ākina ana, e hāpaitia ana hoki ngā mema o te whānau ki te whai wāhi mātātoa mai ki te tukanga o te arotake whaiaro. E ako ana ngā tamariki ki tētahi taiao e aroturuki ana i tā rātou ako me tō rātou waiora mā te aronga ki te whakapai tonu i ia te wā.

E whakatinana ana ngā kaimahi i tētahi hōtaka e arotahi ana ki ngā mōhiotanga o te hapori nei, inarā, ki ngā tūāhuatanga e whai pānga nui ana ki a Ngāti Tarāwhai. Kei te noho mārama ngā kaimahi ki ia tamaiti, i runga anō i te mōhio ki ō rātou whānau me te hapori whānui. He pai tō rātou māramatanga ki te āhua o te ako me te tupu o te tamaiti. E whakamōhio ana aua tūāhuatanga i te āhua o te whakatinanatanga o te hōtaka akoranga. Kei ngā kaimahi ngā tukanga e whai hua ana ki te aromatawai me te whakatakoto ā-tuhi nei i ngā akoranga a ngā tamariki. E whakamahia ana aua mōhiohio ki te whakarato i ngā taumahi e whai pūtake ana ki te tamaiti, hei kōkiritanga ake anō hoki māna. E ākina ana, e tuhia ana hoki te whai wāhi mai o te whānau i roto i ngā pūkete a ngā tamariki. E whiwhi ana ngā tamariki i ngā painga ka ahu mai i tētahi hōtaka i āta whakaritea ai, ā, e aroturuki ana hoki i ā rātou akoranga.

E ako ana ngā tamariki ki tētahi taiao e pou herea ai tā rātou ako ki ngā hononga e whai hua ana, ā, e aro nui ana hoki ki a rātou. Ka whakahei i ngā tamariki, ngā whānau, me ngā kaimahi ki te puna reo mā te wairua tākare me te hihiri. Ka āta whakamihia ngā manuhiri e ngā tamariki. Ka whakatauira ngā kaimahi i te aroha, te tiaki, me te manaaki i a rātou e taunekeneke ana ki ngā tamariki me ngā whānau. Ka whakapuakihia hoki aua tauira pai o ngā taunekeneke e ngā tuākana i a rātou e atawhai ana i ō rātou teina mā te tino tautoko me te manaaki. E hāpai ana ngā kaimahi i ngā tuākana me ngā tēina ki te whakawhanake ake i tō rātou tū takitahi. E wātea ana ngā tamariki ki te haereere i te puna reo me te whakatau i ā rātou ake whiringa i roto i ngā akoranga. Ko te riterite o te atawhai e whakaratohia ana e ngā kaimahi, e hāpai ana i a rātou ki te āta aro pū ki te oranga ā-tinana, ā-whatumanawa hoki o ngā pēpi i roto i te puna reo. E whanake ana te ngākau titikaha o ngā tamariki hei ākonga.

Ngā Whakaritenga Matua ka Whai Ake

Me whakapakari ake i ngā mahi ki te whakamahere i te marautanga me te aromātai i te hōtaka. He mea nui kia whakaratohia ki ngā mahere, ko ngā aratohu mārama mō te whakatinanatanga o ngā mahere mō ngā rōpū tamariki katoa. Kāhore anō te mahere o tēnei wā kia āta whakatinanahia kia rawaka te kiko o te marautanga, ngā rautaki ka whāia hei whakatinana i te mahere, me ngā rauemi hoki e tika ana. Ahakoa kei te mārama i ngā kaimahi te pūtake o te aromātai, he uaua te tātari i te āhua o ngā mahi ki te whakapuaki i ngā mōhiohio hei hāpai ake i te whai huatanga o te hōtaka. Kua tae ki te wā kia hāpai ngā kaiwhakahaere i ngā kaimahi ki te whakapiki ake i ō rātou mōhiotanga me ō rātou pūkenga e pā ana ki te whakamahere me te aromātai i te hōtaka.

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 Waione i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

15 Pipiri, 2018

2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga

1 Evaluation of Te Puna Reo o Waione

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

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

Background

Te Puna Reo o Waione is located on Waikōhatu Marae, near Rotoiti. Maioha Ltd is the governing body for the puna reo, and is guided by the goals and objectives outlined in the strategic plan of Ngāti Tarāwhai. Educational success for the descendants of Ngāti Tarāwhai is a long-term priority for the iwi. The puna reo provides an open plan environment that caters for children of mixed ages. The manager and the kaiako work together to ensure daily practices provide for the learning needs of all children. They are responsible for a team of five teaching staff and three support staff. All teaching staff hold formal teaching qualifications, and have whakapapa connections to Ngāti Tarāwhai. This is the first education review of the puna reo.

The Review Findings

Maioha Ltd maintains oversight of all matters relating to the operation of the puna reo. The manager has a key role in ensuring the expectations of the governing body are carried out, and providing reports regarding key aspects of operations. Strategic planning and internal review focus on empowering children. Nurturing children within their culture, identity and language, and strengthening whānau capability are major goals. The annual budget is well aligned to the identified goals and priorities. The internal reviews of systems are planned and responsive to the aspirations and expectations that whānau have for their children. Management supports professional learning and development for teachers according to their individual and shared needs. Children benefit from a philosophy and vision that aims to realise their potential as Ngāti Tarāwhai.

The kaiako, manager, and kaimahi work collectively to ensure that governance goals and objectives are implemented. Leaders understand whānau aspirations and expectations. They work collaboratively and responsively to achieve them. Curriculum design and implementation is underpinned by Te Whāriki. Leaders and staff establish a culture in which children are first and foremost valued, celebrated and affirmed for who they are and what they bring to their learning. Relationships between staff and whānau are based on respect, trust and reciprocity. Whānau have a high level of trust and confidence in the team of kaimahi to provide the best possible care and education for their children. Leaders are focused on improving the quality of education and care through robust self-review. Whānau members are encouraged and invited to take an active role in the self-review process. Children learn in an environment where their learning and wellbeing is monitored through a process of continued improvement.

Kaimahi implement a programme that focuses on local knowledge and in particular what is important to Ngāti Tarāwhai. Kaimahi understand each child within the context of their whānau and the wider community. They have a good understanding of how children learn and grow. This informs the ways the learning programme is implemented. Kaimahi have effective processes in place to assess and document children’s learning. This information is used to provide relevant, child-centred activities. Whānau input is encouraged and recorded in the children’s profile books. Children benefit from a programme that is well organised and their learning is monitored.

Children learn in an environment where positive and responsive relationships underpin their learning. Children, whānau, and kaimahi are welcomed into the puna reo with enthusiasm and energy. Children greet visitors with warmth. Kaimahi model aroha, tiaki, and manaaki in their interactions with children and whānau. These positive models of interaction flow to the tuakana, and they treat their teina with loving support and care. Kaimahi support tuakana and teina to develop independence. Children move freely around the puna reo and make choices about their learning. Consistent care provided by kaimahi enables them to respond sensitively to the physical and emotional wellbeing of babies in the puna reo. Children are developing as confident learners.

Key Next Steps

Curriculum planning and programme evaluation require strengthening. It is important that planning provides clear guidelines for implementation for all groups of children. The current plan does not provide enough detail about curriculum content, strategies for implementation, and required resource. While kaimahi understand the intent of evaluation, it is difficult to gauge how information is used to improve the effectiveness of the programme. It is time for management to support kaimahi to increase their knowledge and skills around programme planning and programme evaluation.

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 Waione will be within three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

15 June 2018

2 Information about the Early Childhood Service

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.