Te Puna Reo o Wairaka - 08/09/2009

1 Ngā Kōrero Mo Te Pokapu

E whakahaeretia ana te Arotake Tāpiri i runga i te whai whakaaro a tētahi o Ngā Kaiwhakahaere-a-Rohe o Te Tari Arotake Mātauranga, kia whakahaeretia tēnei.

E arotake ana te arotake tāpiri i te whānui me te whai hua o ngā mahi kua mahia e te whānau o te kōhanga, ki te whakatutuki i ngā take motuhake i pupū ake i roto i tā rātou arotake mātauranga o mua atu i tēnei, i ēra atu take rānei kua kitea mai i taua arotake.

Ï whakaritea tēnei ripoata o te arotake tāpiri, i runga i ngā kawa whakahaere mō ēnei kua whakamanatia e Te Āpiha Arotake Matua.

Ngā Whakataunga mō Ngā Whakapuakitanga

Ï whakaritea tēnei arotake tāpiri i runga i te aro mātai i ngā whakahaere a te rōpu whakahaere o Te Kōhanga Reo o Te Puna Reo o Wairaka e pā ana ki ngā wāhanga i kitea i roto i te ripoata a ERO i te marama o Hune o te tau 2008, i ēra atu take rānei kua pupū ake mai i taua arotake. Ko ngā whakataunga mō ngā whakapuakitanga o tēnei arotake, ko te āta titiro ki:

  • ngā kaiako me ngā kaimahi, ā,me o rātou tohu mātauranga;
  • ngā whakariteritenga me ngā whakahaere a te rōpu whakahaere;
  • te taiao akoranga;
  • ngā whakahaere mō ngā whakawhiti atu a ngā mokopuna mai i tētahi paerewa, ki tētahi atu paerewa o te mātauranga;
  • ngā whakamahere rautaki me ngā arotake whaiaro; me
  • Ēra atu take tēra ka pupū ake i te wā e whakahaeretia ana tēnei arotake.

Ngā Kōrero e pā ana ki te Kōhanga Reo

Kei hea

Tamaki Makaurau

Te tatau a Te Tāhuhu o Te Mātauranga

10214

Te tūmomo whare

He Pokapu Kaupapa Māori mō Te Hunga Kōhungahunga

Te maha mō te raihana

37 kia tekau mā rua ki raro iho i te rua ngā tau

Te maha kei runga i te rārangi ingoa

37 tekau mā tahi kei raro iho i te rua ngā tau.

Te ira tangata

Kōtiro 11 Tāne 26

Ngā hononga ā-iwi

Māori 33

Tonga 1

Rarotonga 2

Pākeha 1

Te wā i te kōhanga te rōpū arotake

Haratua 2009

Te wā o tēnei ripoata

Mahuru 2009

Ngā ripoata a Te Tari Arotake Mātauranga o mua atu i tēnei.

Arotake Mātauranga, Pipiri 2008

Arotake Mātauranga, Pipiri 2003

2 Te Aro Mātai a Te Tari Arotake Mātauranga

He pokapu kaupapa Māori mō te hunga kōhungahunga Te Puna Reo o Wairaka kei Point Chevalier, kei Tamaki Makaurau. Ko tēnei tētahi o ngā pokapu e toru mō te hunga kōhungahunga kei Te Whare Hangarau (UNITEC). Ko te nuinga o ngā tamariki e haeremai ana ki tēnei pokapu, ko ēra o ngā mātua e haeremai ana ki tēnei Whare Hangarau. E noho tōtika ana ngā whare me te papa whenua o tēnei Whare Hangarau.

E kitea ana ngā tino ahu whakamuatanga puta noa i te katoa o ngā wāhanga i kitea hei whakapai ake mā te whānau i roto i tā rātou ripoata o mua atu i tēnei. E pakari ana, ā, e tōtika ana ngā whakahaere a te kaiwhakahaere o te pokapu, ki ngā kaiako me ngā kaimahi, ā, ki te nohonga whānau hoki. I whai wāhi nui a ia, i roto i tana ārahi me tana āwhina i roto i ngā whakarerekētanga i hiahiatia mō te whakapai ake i ngā whakaritenga whakahaere. Kua whakaūngia e te komiti matua he huarahi rautaki i āta whakamaheretia hei whai mā rātou mō te whakatutuki i te katoa o ngā take hei whakatikatanga mā rātou. I taea tēnei, mai i tā rātou arotake i a rātou whakahaere o tēnei wā, te whakarite i ngā mea matua o a rātou whakahaere, te tōtika o ngā whakamahere me ngā kōrerorero ngātahi i te taha o ngā kaiako,ngā kaimahi, ngā mātua me te whānau whānui o te UNITEC.

E kitea ana te kaha o ngā ahu whakamuatanga i roto i ngā akiakinga me ngā whakakaha ake i ngā āwhina mai a ngā mema o te whānau i to rātou Puna Reo.Kua whakaūngia te pakari ake o ngā mahi ngātahi i waenganui i ngā mema o te whānau me te pokapu.

Ko te taiao e whakaihiihi ana, ā, e whakamātautau ana, e whakaāhei ana i ngā

mokopuna ki te whakamātautau i te maha atu o ngā tu-āhua rauemi e whai kounga ana. nā ngā tino whakariterite ano i ngā kaiako me ngā kaimahi, ka whakapaitia atu ngā whakawhiti atu a ngā mokopuna mai i tēna paerewa o te mātauranga, ki tētahi atu paerewa o te mātauranga i roto i to rātou pokapu. E mārie ana ngā mokopuna, e āta tau ana, ā, e harikoa ana hoki i a rātou e mahi ngātahi ana i te taha o ēra atu o rātou, ā, i te taha hoki o o rātou pakeke. E whakaatu mai ana rātou i te pakari o o rātou mōhio no konei rātou, ā, e ora ana rātou.

Kua pai ake ngā whakaaturanga me ngā akoranga o te reo Māori. Kua pakari ake tā te Māori titiro puta noa i te hōtaka akoranga. E whakaatu pakari mai ana tēnei i roto i te taiao, i roto i ngā mahi toi a ngā mokopuna, ā, i roto hoki i ngā rauemi mō te whakaako me te akoranga.

Ko ngā wāhanga hei whakapai ake mā ngā mema o te whānau, ko te arotake i ngā tūranga o te kaiwhakahaere i runga i te whakaaro kia whakareitia ake te kounga o ngā whakaratohanga o te marautanga, ngā whakahaere me ngā āwhina-a-roto, ā, me ngā ārahi ngāiotanga. mā te whakapai ake i ngā pūnaha mō te aro matawai me te aro mātai, e whakakoi ake ngā ripoata ki ngā matua, ā, e whakarei ake te māiatanga o ngā kaiako ki te whakawhānui atu i ngā ngākau nuitanga o a rātou mokopuna.

Ngā Mahi Hei Mahi a Meake Nei

E whakapono ana a ERO kei te whakahaeretia e te whānau to rātou kōhanga i runga i tā rātou whai whakaaro nui ki a rātou mokopuna, ā, nā tēnei tu-āhua, ko te arotake ano a ERO i te kōhanga a meake nei, ko tēra ka whai i tā rātou kaupapa arotake e whakahaeretia ana e rātou i ia toru tau.

3 Ngā Whakaaturanga

Ngā Whakariteritenga me Ngā Whakahaere o Te Pokapu

He Kupu Whakamārama

Mai i te arotake whakamutunga o te pokapu, kua whakatūria ētahi kaimahi e whiwhi tohu mātauranga ana. Kei te arotakehia e te komiti matua i tēnei wā, ētahi o ngā kaupapa here me ngā whakahaere mō ēnei, mō ngā turanga whakahaere matua. Kua tautokotia ētahi rautaki hou hei akiaki i ngā mātua ki te whai wāhi mai i roto i ngā whakahaere a to rātou pokapu. Ko tētahi kaupapa matua e whāia ana, ko te whakapakari ake i ngā māiatanga o ngā mokopuna ki te kōrero i te reo Māori puta noa i ngā paerewa o ngā whakaakoranga me te hōtaka akoranga.

Ngā wāhanga e ahu whakamua ana

Ngā whakaritenga whakahaere. Kei te whakaūngia i tēnei wā, ngā kaupapa here me ngā whakahaere mō ēnei, mō te whakaū i te tōtika o ngā kāwanatanga me ngā whakahaere o Te Puna Reo. E whai whakaaro ana ēnei kaupapa here me ngā whakahaere mō ēnei, ki te matatini o ngā hiahia ahurea me ngā hiahia pāpori a te nohonga whānau o te pokapu. E whakarato ana te kaiwhakahaere o te pokapu i te pakaritanga me te whai hua o ngā ārahitanga ki ngā kaiako me ngā kaimahi, ā, ki te

iwi kāinga hoki o te pokapu. I whai wahi nui a ia i roto i tana ārahi me tana tautoko i ngā whakarerekētanga i hiahiatia hei whakapai ake i ngā whakahaere a te pokapu. E kaha ana hoki te mahi-a-rōpu a te rōpu whakahaere matua. Kua whanake te pakaritanga o te mahi-a-rōpu a ngā kaiako, ngā kaimahi me ngā mema o te whānau, ā, e whai wāhi ana tēnei i runga i te kounga o ngā ratonga e whakaratohia ana.

Ngā whakamahere rautaki. Kua whakaūngia e te komiti matua tētahi huarahi rautaki i āta whakamaheretia hei whai mā rātou mō te whakatutuki i ngā take i kitea i roto i tā rātou ripoata o mua atu i tēnei. I taea e rātou tēnei, mai i tā rātou arotake i a rātou whakahaere o tēnei wā, te whakarite i ngā whakaritenga whakahaere e matua ana ki a rātou, te tōtika o ngā whakamaheretanga, ā, me ngā kōrerorero ngātahi i te taha o ngā kaiako, ngā kaimahi, ngā mātua me te nohonga whānau o UNITEC.

Ko ngā mea matua i kōrerotia e rātou, ko te whakapai ake i a rātou whakahaere mō tā rātou pūtea, ā, me ngā kaiako me ngā kaimahi, te tiaki tōtika i a rātou rawa me a rātou taonga, ā, me te whanaketanga o ēnei, te taiao akoranga me ngā rauemi, ā, me te whakaratohanga o te reo Māori puta noa i te hotaka akoranga. Kei te whanake haere ngā pūnaha a te whānau mō te arotake whaiaro, i te wā e ahu whakamua haere nei te pokapu i roto i āna whakamaheretanga, i āna ripoata, ā, i āna whakahaere mō te aro turuki. Kei te arotakehia ngā kaupapa here i tēnei wā, kia whakaatu mai ai ēnei i ngā whakaaro me ngā whakahaere o tēnei wā. E titiro hāngai ana te pokapu ki runga i te whakapai haere tonu i a rātou whakahaere.

Te whakariterite ano i te pokapu. I arotake whānuitia te pokapu, mai i tā rātou arotake whakamutunga. Kua whakatūria he kaiwhakahaere āwhina, hei āwhina i te kaiwhakahaere i roto i tōna tūranga. Kua tukua he tūranga ki ngā kaimahi tokotoru e whiwhi ana i ngā tohu mātauranga e whakaāhei ana i a rātou ki te uru mai ki roto i te pokapu. Nā ngā whakariteritenga-a-roto o ngā kaimahi, ka pai ake ngā whakawhitiwhiti a ngā mokopuna mai i tēna paerewa ki tētahi atu paerewa o ngā karaehe i roto i to rātou pokapu. Kua arotakehia ngā tūranga me ngā kawenga a ngā kaimahi, ā, kua whakatinana houtia hei whakapai ake i te kounga o ngā āwhina me ngā whakaratohanga ki ngā mokopuna me ngā kaimahi. Ko te wero ki ngā kaimahi kāore anō kia whakangungutia, ko te whakaatu mai i to rātou ngākau nui kia whakangungutia rātou hei kaiako mō te hunga kōhungahunga. Whakahaeretia ai ngā hui a ngā kaiako me ngā kaimahi i ia wā, i ia wā, ki te kōrerorero mō ngā take ngāio, ā, kua whakawāteatia hoki he wā mō tēna, mō tēna o ngā kaimahi ki te whakahaere i a rātou kawenga e pā ana ki te whakamahere me te aro matawai.

Ngā whakawhanake ngāiotanga. He huarahi motuhake e whāia ana e te pokapu mō te whakarato i ngā whakawhanake ngāiotanga ki a rātou kaimahi. E tōtika ana tā rātou whakamahere me tā rātou whakariteritenga i te hōtaka mō te tau 2009, mō te whakatutuki i ngā hiahia motuhake a tēna, a tēna, a ngā kaimahi, ā, me ēra hoki a te pokapu. E akiakitia ana ngā kaimahi ki te whakamahi i ngā tohungatanga me ngā mōhiotanga o ngā rawa ahu mahi a te UNITEC. E kitea ana te harihari i roto i te rōpu. Nā ngā tautoko me ngā akiakinga mai i te rōpu whakahaere kia haere tonu te whai a ngā kaimahi i te mātauranga mai i ngā whakamātautau i mua atu o tā rātou whakauru mai ki roto i te pokapu, ā, i muri mai hoki i tā rātou whakauru mai. Kei te whanake haere te ahurea o ngā akoranga ngāio, i ngā kaiako e titiro whakamuri nei ki runga i a rātou whakahaere, ā, ki runga hoki i tā rātou whakapai ake i a rātou whakahaere.

Ngā whakahaere o ngā whanonga o ngā mokopuna. E mārie ana, e āta tau ana, ā, e harikoa ana ngā mokopuna i a rātou e mahi ngātahi ana i te taha o ēra atu o rātou, ā, i te taha hoki o ngā pakeke. E whakaatu mai ana rātou i te pakari o o rātou mōhio no konei rātou, ā, e ora ana rātou. nā ngā tuku mahi ki ēra atu o ngā kaimahi e whiwhi tohu mātauranga ana, ā, me ngā whakariteritenga ano o te pokapu, ka whai wāhi nui tēnei i runga i ngā kawenga a ngā kaiako, ngā rārangi ingoa, ā, i runga hoki i ngā kawenga e pā ana ki te tiaki i ngā mokopuna. E tōtika ana ngā whakahaere mō ngā mokopuna, ā, e whakautu tōtika ana rātou ki ngā āwhina e whakawhiwhia ana e ngā kaimahi ki a rātou.

Ngā whakaako me ngā akoranga o te reo Māori. E kitea ana ngā tino ahu whakamuatanga i roto i te whakarewatanga o te kotaha o te whakaakoranga me te akoranga o te reo Māori e ngā kaiako, ngā kaimahi me ngā mātua. Nā te uru mai o ngā kaiako hou, kua hāpaitia atu te maha o ngā kaiako e matatau ana ki te kōrero i te reo Māori. He maha ngā kaimahi me ngā matua e haeremai ana ki ngā wānanga reo e whakahaeretia ana i ia wiki, ā, e whakapakari ana tēnei i ngā mōhio me ngā kōrero a ngā kaimahi i te reo Māori i roto i te hōtaka akoranga e whakaākona ana ki ngā mokopuna. Kua pakari ake hoki te titiro ki te ao Māori puta noa i te hōtaka akoranga. E whakaatu mārama mai ana tēnei i roto i te taiao, i roto i ngā mahi toi a ngā mokopuna, ā, i roto hoki i ngā rauemi whakaako me ngā rauemi akoranga. E whakaatu mai ana ngā whakahaere a ngā tīpuna i roto i ngā pōwhiri, ngā waiata, ngā himene, ngā karakia me ngā pepeha. E harikoa ana ngā mokopuna ki te kōrero i te reo Māori kua mau i a rātou i roto i te maha atu o ngā tu-āhuatanga.

Te taiao akoranga. Kua waihangatia e te whānau he taiao akoranga e whakaihiihi ana, ā, e whakamātautau ana. E whakaāhei ana tēnei i ngā mokopuna ki te whakamātautau i te maha atu o ngā tu-āhua rauemi e whai kounga ana. Kua tata oti te maha atu o ngā mahi hei mahi mā rātou i waho o to rātou kōhanga. E harikoa ana ki ngā mokopuna te hūnuku ngāwari haere i waenganui i ngā wāhi akoranga, ki te mahi takitahi, ki te mahi-a-rōpu rānei, ā, ki te hono hoki i a rātou tākarotanga i roto anō i ngā auahatanga e hiahia ana rātou. E whakamahiti ana e ngā mokopuna te katoa o ngā wāhanga o to rātou taiao-a-tinana.

Ngā awhina me te whai wāhi mai a ngā mema o te whānau. E wāriutia ana ngā titirohanga, ngā whakaaro me ngā pūkenga o ngā whānau, ā, e whakautetia ana ēnei. E kitea ana ngā tino ahu whakamuatanga i roto i ngā akiakinga me te whakapakari ake i ngā āwhina mai a ngā mema o te whānau. E pakari ana ngā mahi ngātahi i waenganui i ngā mema o te whānau me ngā mema o te pokapu. E whakaūtia ana te pai o ngā kōrerorero ngātahi mai i te maha atu o ngā huarahi, arā, mai i ngā pānui, ngā heipūtanga i roto i te nohonga whānau, ngā wānanga, ā, mai hoki i ngā huihuinga a te rōpu whakahaere matua. Kua pakari ake te whai wāhi mai a ngā mema o te whānau puta noa i te katoa o ngā wāhanga whakahaere o te pokapu.

Ngā wāhanga hei whakapai ake.

Te arotake i ngā tūranga o te kaiwhakahaere me te tūranga o te kaiwhakahaere tuarua. Me kaha ngā mema o te rōpu whakahaere ki te whakatau i ngā wāhanga motuhake o ngā tohungatanga, ngā pūkenga me ngā mōhiotanga e hiahiatia ana mō te tūranga o te kaiwhakahaere, ā, me tēra mō te tūranga o te kaiwhakahaere tuarua. Ā, i muri mai i tēnei, me kaha hoki rātou ki te whakarite me pēhea e taea ai e ēnei te

whakapai ake i ngā whakahaere a te pokapū. Me mahi tēnei i runga i te mōhio ki te whakarei ake i te kounga o te whakaratohanga o te marautanga, ngā aratakinga-a-roto, ā, me ngā āwhina hoki ki te katoa o ngā kaiako me ngā kaimahi. Me whai whakaaro hoki ki te whanake i ngā pūkenga ngāio ārahitanga, ā, me ngā kaha o tēna, o tēna, o ēnei kaiwhakahaere.

Te whakapakari ake i ngā whakahaere mō te aro matawai me te aro mātai. E tika ana kia arotakehia ngā whakahaere mō ngā aro matawai o tēnei wā, kia mōhiotia ai ka pumau ngā whakahaere mō te aro turuki, te tuhituhi me te aro mātai o ngā putanga o ngā tohenga me ngā whāinga kua whakaritea. Me whai whakaaro ngā kaiako me ngā kaimahi ki:

  • te whanake i ngā tohu, i ngā paearu rānei e mōhio ana ki te whai tikanga o ngā ahu whakamuatanga me ngā whanaketanga o tēna, o tēna, o ngā mokopuna i roto i te mātauranga;
  • te aro wetewete i ngā kōrero mō ngā aro matawai, kia piki ake ai te mana me te whai tikanga o ngā aro mātai hei mahi;
  • te whakamahi i ngā whakaaturanga o ngā aro wetewetenga hei whakaatu mai i ngā mahi akoranga hei whai ake;
  • te whakauru mai i ngā wā e tika ana, i ngā kōrero ariā me ngā whakahaere mō te hunga kōhungahunga; me
  • te whanake i tētahi pūnaha mō te aro turuki e whakarato ana i ngā kōrero pono i roto i te roanga ake o te wā, mō te ahu whakamua o te mokopuna.

Mā te whakapai ake i ngā whakahaere a te whānau mō te aro matawai me te aro mātai, e whakapai ake ngā ripoata ki ngā matua, ā, e whakarei ake ngā māiatanga o ngā kaiako kit e whakawhānui atu i ngā ngākau nuitanga o a rātou mokopuna.

4 Ngā Hanganga Ture Hei Whakatutukitanga

Kaore i kitea e ERO he wāhanga hei āwangawangatanga.

5 Ngā Tūtohutanga

E tūtohu ana a ERO kia:

5.1 mahi ngātahi te komiti matua i te taha o ngā kaiwhakahaere ki te arotake i o rātou tūranga me a rātou kawenga o tēnei wā.

5.2 kia kimi te kaiwhakahaere o te pokapū i āwhina ngāio e tika ana hei āwhina i a ia ki te whakapakari ake i ngā whakahaere a te pokapu mō te aro matawai me te aro mātai.

6 Ngā Mahi Hei Mahi a Meake Nei

E whakapono ana a ERO kei te whakahaeretia e te whānau to rātou kōhanga i runga i tā rātou whai whakaaro nui ki a rātou mokopuna, ā, nā tēnei tu-āhua, ko te arotake ano a ERO i te kōhanga a meake nei, ko tēra ka whai i tā rātou kaupapa arotake e whakahaeretia ana e rātou i ia toru tau

Dr Graham Stoop

Chief Review Officer

8 Mahuru 2009

1 About the Kōhanga Reo

A Supplementary Review is undertaken at the discretion of an Area Manager in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a centre has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

This supplementary review report was prepared in accordance with standard procedures approved by the Chief Review Officer.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the Te Puna Reo o Wairaka governing body and management in relation to areas identified in the June 2008 ERO report or issues identified since that review. The terms of reference for this review are to investigate aspects of centre management and organisation: These include:

  • staffing and qualifications;
  • management and organisation practices;
  • learning environment;
  • managing children’s transition;
  • strategic planning and self review; and
  • any other matters that may arise during the course of the review.

About the Centre

Location

Auckland

 

Ministry of Education profile number

10214

 

Type

Kaupapa Māori Early Childhood Centre

 

Number licensed for

37 children, including up to 12 aged under 2

Roll number

37 including 11 aged under 2

 

Gender composition

Girls 11 Boys 26

 

Ethnic composition

Māori 33 Tongan 1 Cook Island 2 Pākeha 1

 

Review team on site

May 2009

 

Date of this report

08 September 2009

 

Previous ERO reports

Education Review, June 2008

Education Review, June 2003

 

2 The Education Review Office (ERO) Evaluation

Te Puna Reo o Wairaka is a bilingual kaupapa Māori early childhood facility located in Point Chevalier, Auckland. It is one of three early childhood centres operating at the Institute of Technology (UNITEC). The centre caters mainly for children of parents who attend the UNITEC. The buildings and grounds are well maintained and managed.

Significant progress has been made across all areas identified in the previous review report. The centre manager has provided strong and effective leadership to staff and the community. She has played a key role in guiding and supporting the changes needed to improve organisational practice. The executive committee has established a well planned and strategic approach to addressing all matters. This has been accomplished through reviewing existing practices, setting organisation priorities, sound planning and consultation with staff, parents and the wider UNITEC community.

Considerable progress has been made in encouraging and increasing whānau support. A strong partnership has been established between whānau members and the centre.

An exciting and challenging learning environment allows children to experiment with a wide range of good quality resources. Major reorganisation of staff has improved transition for children as they progress through the different levels of the centre. Children are calm, settled and happy as they interact and socialise with their peers and with adults. They demonstrate a strong sense of belonging and well being.

The profile of te reo Māori teaching and learning has improved. A Māori perspective has increased across the learning programme. This is strongly reflected within the environment, children’s art work and teaching and learning resources.

Areas for further improvement include reviewing the manager positions with a view to enhancing the quality of curriculum provision, internal supervision and support and professional leadership. Improvements to assessment and evaluation systems should sharpen reporting to parents and enhance the capacity of teachers to further extend children’s interests

Future Action

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.

3 Findings

Centre management and organisation

Background

A number of qualified staff have been appointed since the last review. The executive management committee is currently reviewing a number of management and organisation policies, procedures and guidelines. New strategies have been adopted to encourage more parent involvement in centre operations. A major priority has been to increase te reo Māori competencies and usage across all levels of the teaching and learning programme.

Areas of progress

Organisational leadership. Sound governance and management policies and practices are being established. These policies and practices take into account the diverse cultural and social needs of the centre community. The centremanager provides strong and effective leadership to staff and the centre’s community. She has played a key role in guiding and supporting changes needed to improve organisational practice. The current executive management group has also worked hard as a team. A strong team ethic has developed and this is beginning to have a positive impact on the quality of service provision.

Strategic planning. The executive committee has established a well planned and strategic approach to addressing issues identified in the previous report. This has been accomplished through reviewing existing practices, setting organisation priorities, sound planning and consultation with staff, parents and the wider UNITEC community. Priorities include improvements in financial and personnel management, property maintenance and development, learning environments and resourcing and te reo Māori provision across the programme. Self review systems are developing as the centre progresses with its planning, reporting and monitoring processes. Policies are currently under review to reflect current thinking and practice. The centre is focused on continued improvement.

Reorganisation of the centre. A major review of the centre has occurred since the last ERO review. An assistant centre manager has been appointed to assist the manager in her role. Three fully qualified staff have been recruited. Internal re-organisation of staff has improved transition for children as they progress through the different levels of the centre. Staff roles and responsibilities have been reviewed and redesignated in order to improve the quality of support and service provision for children and staff. All untrained staff must demonstrate a willingness to undertake early childhood training. Regular team meetings are held to discuss professional matters and time is allocated for individual staff to undertake their planning and assessment responsibilities.

Professional development. The centre has adopted a positive approach to the provision of professional development. The 2009 programme is well planned and organised to meet the specific needs of individual staff and those of the centre. Staff is encouraged to make good use of the expertise and knowledge of UNITEC facilities and resources. A high level of positivity is evident within the team. This is due to the support and encouragement received by management to continue with both pre-service and post graduate studies. A professional learning culture is developing as teaching staff reflect on their practice and focus on improved performance.

Management of children’s behaviours. Children are calm, settled and happy as they interact and socialise with their peers and with adults. They demonstrate a strong sense of belonging and well being. The appointment of more qualified staff and centre reorganisation has had a positive impact on staff duties, rosters and supervision responsibilities. Children are well managed and they respond positively to support received by staff.

Te reo Māori teaching and learning. Staff and parents have made significant progress in lifting the profile of te reo Māori teaching and learning. New staff appointments have increased te reo Māori capability within the team. Weekly reo wānangā is well attended by staff and parents. This is improving staff understanding and use of te reo Māori in the programme. A Māori perspective has also increased across the learning programme. This is strongly reflected within the environment, children’s art work and teaching and learning resources. Traditional practices include powhiri, waiata, himene, karakia and pepeha. Children are enjoying the opportunity to use te reo Māori in a number of learning situations.

Learning environment. An exciting and challenging learning environment has been created allowing children the opportunity to experiment with a wide range of good quality resources. More outdoor activities are expected to be completed and available for children shortly. Children enjoy the chance to move freely between learning areas, to work as individuals and within groups and to link their play in creative ways. Children use all areas of the physical environment well.

Whānau support and participation. Whānau views, opinions and skills are valued and respected. Significant progress has been made in encouraging and increasing whānau support. A strong partnership is established between whānau members and the centre. Effective communication is maintained through a variety of methods such as panui, community social events, and wānanga and executive committee activities. Whānau involvement and participation has increased across a range of centre activities.

Areas for further improvement

Review of manager and assistant manager positions. Members of the management team need to define the specific areas of expertise, skill and knowledge required for the manager and assistant manager positions. They then need to ascertain how these can be used to improve centre performance. This should be done with a view to enhancing the quality of curriculum provision, internal supervision and support of all staff. Developing the professional leadership skills and abilities of each manager should also be considered.

Strengthening assessment and evaluation. There is a need to review current assessment practice to ensure consistency in monitoring, documenting and evaluating the outcomes of set goals and objectives. Staff should consider:

developing indicators or criteria that recognise the significance of observed learning progress and the development it indicates for individual children;

analysing assessment data to enable more valid and worthwhile evaluations to be done;

using the analysis to indicate next steps in learning;

including where appropriate, reference to early childhood theory and practice; and

developing a monitoring system, which provides accurate information overtime, of a child’s progress.

An improvement in assessment and evaluation practice should improve reporting to parents and enhance the capacity of teachers to further extend children’s interests.

4 Actions Required for Compliance

ERO did not identify any areas of concern.

5 Recommendations

ERO recommends that:

5.1 the executive management committee works in consultation with managers to review their current roles and responsibilities;

5.2 the centre manager seeks appropriate and expert professional support to strengthen assessment and evaluation practice.

6 Future Action

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.

Dr Graham Stoop

Chief Review Officer

08 September 2009

To the Parents and Community of Te Puna Reo o Wairaka

These are the findings of the Education Review Office’s latest report onTe Puna Reo o Wairaka.

Te Puna Reo o Wairaka is a bilingual kaupapa Māori early childhood facility located in Point Chevalier, Auckland. It is one of three early childhood centres operating at the Institute of Technology (UNITEC). The centre caters mainly for children of parents who attend the UNITEC. The buildings and grounds are well maintained and managed.

Significant progress has been made across all areas identified in the previous review report. The centre manager has provided strong and effective leadership to staff and the community. She has played a key role in guiding and supporting the changes needed to improve organisational practice. The executive committee has established a well planned and strategic approach to addressing all matters. This has been accomplished through reviewing existing practices, setting organisation priorities, sound planning and consultation with staff, parents and the wider UNITEC community.

Considerable progress has been made in encouraging and increasing whānau support. A strong partnership has been established between whānau members and the centre.

An exciting and challenging learning environment allows children to experiment with a wide range of good quality resources. Major reorganisation of staff has improved transition for children as they progress through the different levels of the centre. Children are calm, settled and happy as they interact and socialise with their peers and with adults. They demonstrate a strong sense of belonging and well being.

The profile of te reo Māori teaching and learning has improved. A Māori perspective has increased across the learning programme. This is strongly reflected within the environment, children’s art work and teaching and learning resources.

Areas for further improvement include reviewing the manager positions with a view to enhancing the quality of curriculum provision, internal supervision and support and professional leadership. Improvements to assessment and evaluation systems should sharpen reporting to parents and enhance the capacity of teachers to further extend children’s interests

Future Action

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.

Review Coverage

ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this kōhanga reo.

If you would like a copy of the full report, please contact the kōhanga reo or see the ERO web page, http://www.ero.govt.nz.

Dr Graham Stoop

Chief Review Officer

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of kura kaupapa Māori and kōhanga reo throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in kōhanga reo; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for tamariki and build on each kōhanga reo self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

  • Planning and Evaluation – in particular the quality of planning and evaluation. This area is most likely to support long term improvement. Implicit in this is the quality of whānau management and the quality of education.
  • Compliance with Legal Requirements – assurance that this kōhanga reo has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for tamariki and useful to this kōhanga reo.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a kōhanga reo is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this kōhanga reo.