Te Puna Reo Okahukura - 20/11/2014

1 Te Aromātai a te Tari Arotake Mātauranga i Te Puna Reo Okahukura

He pēhea te tūnga o Te Puna Reo Okahukura 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 Maungakiekie te maunga

Ko Waitematā te moana

Ko Rangitoto te motu

Ko Ōrākei te marae

Ko Māhuhu-ki-te-rangi te waka

Ko Ngā Oho, Te Tāou me Te Uringutu ngā hapū

Ko Ngāti Whātua te iwi.

E tū ana Te Puna Reo Okahukura ki Ōrākei, ki Tāmaki-makau-rau, ā, kei te Poari Māori o Ngāti Whātua o Ōrākei te mana whakahaere. E tū ana te puna reo ki ngā whenua tuku iho, e pā tata atu ana i te marae o Ōrākei. E whakakaurera ana te puna reo i ngā pou whenua me ngā tohu whenua whakahirahira anō hoki o Ngāti Whātua.

Kua raihanatia te puna reo mō ngā tamariki 50, ā, kia 15 o rātou ki raro i te rua o ngā tau. Nō te tau 2007 te puna reo i whakahaerehia ai, ā, he rārangi tatari hoki mō rātou e hiahia ana ki te uru mai. He tokomaha ngā tamariki o te puna reo nō Ngāti Whātua.

Ko tā te puna reo tirohanga, ko te whakarato i te kounga o te mātauranga me te atawhai mā te reo Māori me te reo Pākehā i raro i te korowai o te reo Māori me ōna tikanga. Tāpiri atu ki tēnei, he mātātoa ngā kaimahi ki te whakarato i tētahi ratonga e whakanui ana, e whakaatu ana hoki te tuakiri motuhake o Ngāti Whātua ki Ōrākei ki ngā tamariki.

He maha ngā rerekētanga ki te rōpū kaimahi me te hanga whakahaere. Kua whakakī te nuinga o ngā tūnga mahi. Kei te rōpū whakahaere tētahi pou whakahaere matua, ngā kaiwhakahaere, te kaiwhakahaere o te pokapū, me te whānau.

Ngā Whakaaturanga o te Arotake

E pou here ana te whanaungatanga i ngā taunekeneke me ngā hononga ki waenga i ngā tamariki me ngā pākeke. He pai te āhua o ngā taunekeneke a ngā tamariki ki waenga i a rātou anō, ki ngā kaiako hoki. He whai wāhitanga mō ngā tamariki ki te noho tahi ki te karakia, ki te noho rānei hei rōpū iti ake ki te taha o ō rātou hoa o tō rātou reanga, tō rātou āheinga hoki. Ka kitea te hononga ki waenga i te tuakana me te teina i aua taumahi ā-rōpū, i aua whakatutukitanga tikanga hoki. Ka tautoko ngā kaimahi mātanga i ngā kaiako hou e whakangungu tonu ana, e whai ārahitanga hoki. Ka ako ngā tamariki i ngā whanonga me ngā pūkenga e tika ana, mā tā rātou whakahoahoa ki waenga i a rātou anō, i te hapori whānui hoki.

He pakari ngā tamariki ki te whakatau i ā rātou ake whakaritenga i a rātou e tūhura ana, e tākaro ana hoki. Ka ākina ngā pēpi me ngā kōhungahunga kia kōkiri ngātahi, kia tūhura haere hoki. Ka tūhono piri rātou ki ō rātou kaiako. Nā tēnei, he tau, he hāneanea hoki te noho o ngā tamariki. Ka aro tika ngā kaiako ki te whānuitanga o ngā matea o ngā tamariki nō ngā matawaka katoa, e mau nei rānei i ngā tūmomo matea ako. E tino hāpaitia ana, e tino ākina ana hoki ngā tamariki katoa ki te aro atu ki ngā wero hou, me te whakawhanake i te manahau. Ka whakawhānui ngā kaiako i ngā whakaaro o ngā tamariki tuākana mā ngā huarahi e tino whai hua ana. Ka whakatutukihia ngā ngākau nuitanga me ngā matea o ngā tamariki i a rātou e ako ana, e tākaro ana hoki.

Ka whakakoia i te tuakiri me ngā taonga tuku iho o ngā tamariki. Ka ako ngā tamariki ki ngā taiao akoranga tūturu i a rātou e noho ana ki te marae. Ka whai wāhi ki ngā pōwhiri me ngā whakatau ki te puna reo me te marae. Ka tiaki ngā tamariki i te māra o te hapori e whakatupu ana i ngā kai o te wharekai, hei kai mā ngā manuhiri me te whānau. Ka kite ngā tamariki i te whānau, ngā kuia, me te koroua hei kaikaranga, hei kaikōrero, hei kaiwaiata hoki i a rātou e noho ana ki te marae. He mātātoa te whai wāhi nui o ngā kuia me ngā kaumātua ki ngā kaupapa i te puna reo. Ka whakanuia te tuakiri me te mōhiotanga o ngā tamariki ki tō rātou tuakiri Ngāti Whātua mā ngā huarahi papai. He tino kaha te hononga o ngā tamariki ki tō rātou marae, tō rātou taiao, tō rātou whānau whānui.

E piki ake ana te āheinga i roto i te reo Māori. Ka noho pūmau ngā kaiako ki te ako me te kōrero i te reo Māori. E ai ki ngā kaiako me te whānau, me rongo ake ngā tamariki i te whānuitanga atu o te reo Māori e kōrerohia ana puta noa i te rā. E tautokona ana ngā kaimahi i roto i te whakawhanaketanga o tō rātou reo Māori. O ngā kaiako tekau, tokorua o rātou e matatau ana ki te kōrero i te reo Māori. He tauira te tokorua nei mō ngā tamariki me ngā kaimahi hoki. Ka rongo, ka whakamahi hoki ngā tamariki i te reo Māori i ngā wā karakia, ngā wā hīmene, ngā mihimihi, ngā oriori, ngā pātere, ngā waiata, ngā tohutohu me ngā kīanga. He tino matatau ētahi o ngā tamariki ki te kōrero i te reo, pērā ki ō rātou whānau. Ko te mōhiotanga ki te reo Māori e whai pānga ana ki te whakakoia i ngā tamariki hei Māori, hei uri hoki o Ngāti Whātua.

Ka whai pūtake ngā tukanga e pā ana ki te whakamahere, te aromātai hōtaka, me te aromatawai, ā, ka whai pānga anō hoki ki ngā putanga papai mā ngā tamariki. Ka mātakitaki ngā kaiako i ngā tamariki e tākaro ana, ā, ka tāutu hoki i te puāwai mai o ō rātou ngākau nuitanga. Ka mahi ngātahi rātou me te whānau, ki te whakawhanake i ngā hōtaka me te aromatawai i te ahunga whakamua o ia tamaiti. He auau te aromātai hōtaka me te whakaaro huritao, ā, e whai hua ana te whakamahinga hei aroturuki i ngā wheako akoranga o ngā tamariki, ngā taumahi, me ngā rauemi.

Ka ako ngā tamariki ki tētahi taiao ātaahua e mau nei i te maha o ngā rauemi, ā, e hāngai ana ki te ao Māori, ō rātou ngākau nuitanga, me te whānuitanga hoki o te marautanga. He tika ngā rauemi e hāpai ana i te puāwaitanga mai o te pāngarau me te reo matatini o ngā tamariki. Ka ako ngā tamariki i te ao Māori, te ao tūroa hoki nā te haereere i ia te wā ki te hapori whānui. He maha ā rātou whai wāhitanga ki te whakamahi i ngā wāhi me ngā taumahi o roto, o waho hoki. Ka whai hua ngā tamariki ki te tūhura me te whakatau haere i te āhua o tō rātou ake taiao, i te taiao whānui hoki.

Ka whakamanahia te whānau hei tino puna anō hoki o ngā akoranga o ā rātou tamariki, me te puna reo. Ka noho mōhio te whānau ki ngā hui me ngā kaupapa mā ngā īmēra, ngā pānui, ngā hui ā-whānau, me ngā hui mātua. Ka whakarato ngā tino mōhiohio me ngā whakaaro hoki ki ngā kaiako e hāngai ana ki ngā ngākau nuitanga o ngā tamariki me tō rātou whakawhanaketanga. He kaha te whānau ki te whakapuaki i ō rātou wawata ki waenga i a rātou anō, ki ngā kaimahi hoki.

He pakari ngā tukanga arotake whaiaro, ā, ka hāpai hoki i ngā akoranga a ngā tamariki me tō rātou atawhai. He auau te pūrongo haere i ngā tūmomo āhuatanga o te whakahaeretanga i te ratonga. Kua tāutu te rōpū whakahaere i ngā wāhanga hei whakapai ake, ā, ko ētahi o aua wāhanga e whai pānga ana ki ngā arohaehae, te reo Māori, ngā tikanga o Ngāti Whātua, te ako ngaio, me te whakawhanaketanga ngaio. Kei roto aua wāhanga i te mahere rautaki, a, he kaupapa matua mō te whānau, te whakahaeretanga me ngā kaiako. Ka kitea ngā putanga ako papai mō ngā tamariki nā te aro atu a ngā kaiwhakahaere, ngā kaiako, me te whānau ki te whakapai ake.

Ka tino whai hua ngā hanganga whakahaere, ā, he mārama te aronga ki te hāpai i ngā painga mō ngā tamariki. Ka whakamahia ngā ratonga i roto i te hapū hei hāpai i te puna reo ki te whakahaere i ngā pūtea, te whakahaere i ngā kaimahi, te whakangungu, te tiaki i ngā rawa, te hauora me te haumaru. Ko te whakawhanaketanga o te katoa o te tamaiti me tōna waiora, e noho pūmau ana ki ngā whakataunga whakahaere.

Ngā mahi matua ka whai ake

E whakaae ana te Tari Arotake Mātauranga, ngā kaiwhakahaere, ngā kaiako me te whānau, ko ngā mahi matua ka whai ake kia pai ake ai, ko:

  • te whakatinana i ngā arohaehae hei tāutu, hei hāpai hoki i ngā kaimahi i whakangungutia ai, me rātou kāhore anō kia whakangungutia, i roto i ngā tukanga e pā ana ki te whakahaere marautanga
  • te whakapai i te āheinga reo Māori o ētahi o ngā kaimahi me ngā mema o te whānau
  • te whakamahine i ngā paki ako a ngā tamariki, mā te whakauru hoki i ngā tirohanga o te whānau ki ngā mahere e pā ana ki ngā taumata akoranga ka whāia tonuhia e te tamaiti
  • te arotake i te tirohanga o te ratonga ki ngā tūmanako o te whānau, te whānau whānui, me ngā kaiako mō te reo me ngā tikanga Māori.

2 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 Okahukura 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 Okahukura, i roto i ngā tau e toru.

Lynda Pura-Watson

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

14 Whiringa-ā-Rangi 2014

1 Evaluation of Te Puna Reo o Okahukura

How well placed is Te Puna Reo o Okahukura 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 Maungakiekie te maunga

Ko Waitemata te moana

Ko Rangitoto te motu

Ko Ōrākei te marae

Ko Mahuhu ki te rangi te waka

Ko Ngā Oho, Te Taou, me Te Uringutu ngā hapū

Ko Ngāti Whātua te iwi.

Te Puna Reo Okahukura is in Ōrākei, Auckland and is owned and operated by the Ngāti Whātua o Ōrākei Māori Trust Board. The puna reo is on ancestral land adjacent to the Ōrākei Marae. It overlooks magnificent land marks and features of Ngāti Whātua.

The puna reo is licensed for 50 children including 15 up to two years of age. The puna reo has been in operation since 2007 and has a waiting list. A high proportion of the children are of Ngāti Whātua descent.

The puna reo philosophy aims to provide quality education and care in Māori and English within the cloak and mantle of te reo Māori me ōna tikanga. Additionally, teachers actively seek to provide a service that celebrates and exposes children to the unique identity of Ngāti Whātua, Ōrākei.

There have been a number of changes to the staffing team and management structure. Most staffing positions have been filled. The management group comprises a chief executive office, directors, centre manager and whānau.

The Review Findings

Whanaungatanga underpins interactions and relationships between children and adults. Children interact in positive ways with each other and teachers. There are opportunities for children to gather for karakia or in smaller groups with peers who are of a similar age and abilities. Tuakana teina relationships are evident during these group activities and rituals. Experienced staff support new teachers who are still in training and need guidance. Children learn appropriate behaviours and skills through their social interactions with each other and the wider community.

Children confidently make choices for themselves when they explore and play. Infants and toddlers are encouraged to be independent and explore. They form close bonds and relationships with their teachers. This results in children being settled and comfortable. Teachers respond appropriately to the diverse needs of children who come from different ethnic groups or who have specific learning needs. All children are well supported and encouraged to face new challenges and develop resilience. Teachers extend the older children in highly effective ways. Children’s interests and needs are met as they learn and play.

Children’s identity and cultural heritage is affirmed. Children learn in an authentic learning environment when they are at the marae. They participate in pōwhiri and whakatau at the puna reo and marae. Children look after the community garden which produces food for the marae kitchen to feed visitors or whānau. Children observe whānau, kuia and koroua as kaikaranga, kaikōrero and kaiwaiata when they are at the marae. Kuia and kaumatua are welcomed and actively participate in puna reo events. Children’s identity and knowledge of their Ngāti Whātua identity is emphasised in positive ways. Children have a strong sense of connectedness to their marae, environment and wider whānau.

Te reo Māori capability is increasing. Teachers are committed to learning and speaking te reo Māori. Teachers and whānau report there is a need for children to hear more te reo Māori being spoken throughout the day. Staff are being supported in their te reo Māori development. Of the ten teachers, two are confident speakers of te reo Māori. These two teachers are role models for children and other staff. Children hear and use te reo Māori during karakia, hīmene, mihi, oriori, pātere, waiata, instructions and phrases. Some children are fluent speakers as are their whānau. Knowledge of te reo Māori helps affirm children as Māori and as Ngāti Whātua.

Processes for planning, programme evaluation and assessment are purposeful and lead to positive outcomes for children. Teachers observe children play and identify their emerging interests. They work collaboratively with whānau to develop programmes and to assess each child’s progress. Programme evaluation and reflection is regular and effectively used to monitor children’s learning experiences, activities and resources.

Children learn in a well resourced, attractive environment that reflects te ao Māori, their interests and the wider curriculum. There are appropriate resources to support children’s early numeracy and literacy development. Children learn about the natural and physical worlds through regular outings into the local and wider community. They have many opportunities to use the indoor and outdoor areas and activities. Children successfully explore and make sense of their immediate and wider environment.

Whānau are acknowledged as valuable partners in their children’s learning and the puna reo. Whānau are informed of events and activities through emails, newsletters, notices, whānau hui and interviews. 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.

Self review processes are robust and support children’s learning and care. There is regular reporting on various parts of the service operations. The management group have identified areas that require improvement some of which include appraisals, te reo Māori, Ngāti Whātua tikanga and professional learning and development. These areas are included in the strategic plan and are priorities for whānau, management and teachers. Positive learning outcomes are evident for children as managers, teachers and whānau focus on improvement.

Management structures are highly effective and clearly focus on supporting children’s interests. Agencies within the hapū are used to assist the puna reo with financial management, personnel management, training, property management and health and safety. Children’s holistic development and wellbeing is central to management decisions.

Key Next Steps

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

  • implementing appraisals to identify and support trained and untrained staff with curriculum management processes
  • improving the reo Māori capability of some staff and whānau members
  • refining children’s learning stories by including the views of whānau in the planning of each child’s next steps
  • reviewing the service’s philosophy in relation to the expectations of whānau, the wider whānau and teachers in regard to te reo and tikanga Māori.

2 Management Assurance on Legal Requirements

Before the review, the staff and management of Te Puna Reo o Okahukura completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ taken all reasonable steps to meet their legal obligations related to:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

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.

3 Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Te Puna Reo o Okahukura will be in three years.

Lynda Pura

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

14 November 2014

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

Information about the Early Childhood Service

Location

Ōrakei, Auckland

Ministry of Education profile number

25341

Licence type

Puna Reo - Bi-lingual Early Childhood Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 15 aged under 2

Service roll

52 children including 15 aged under 2

Gender composition

Girls 28

Boys 24

Ethnic composition

Māori

NZ European/Pākehā

Other

43

3

6

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:4

Meets minimum requirements

 

Over 2

1:10

Meets minimum requirements

Review team on site

5 August 2014

Date of this report

14 November 2014

Most recent ERO report(s)

Education Review

October 2011

 

Supplementary Review

September 2010

 

Education Review

June 2009

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 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.