222 Kupe Street, Orakei, Auckland
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Kāhore i te pai te tūnga |
Me whakawhanake ake |
He pai te tūnga |
He tino pai te tūnga |
Ka kitea ki ngā tamariki tō rātou tino ngākau titikaha hei ākonga, i roto i ā rātou mahi me ō rātou hononga ki ētahi atu.
Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki tēnei whakataunga i whakarāpopotohia ai ki raro iho nei.
E tū ana Te Puna Reo Ōkahukura ki Ōrākei, i Tāmaki-makau-rau. Nō te tau 2007 tēnei puna reo i whakatuwheratia ai, ā, e whakarato ana i te atawhai mō te rā katoa, mō ngā tamariki 50, ā, kia 15 hoki o rātou ki raro i te rua o ngā tau. I tēnei wā e whakahaerehia ana te puna reo ki te taumata 80% mō te reo Māori. Ko tētahi kaupapa matua paetawhiti, kia tū te puna reo hei ratonga rumaki reo Māori, mā te aronga nui anō hoki ki te reo me ngā tikanga o Ngāti Whātua.
E ahu mai ana te ingoa o te puna reo i tētahi wāhi i te whanga o Kaipara i pā tata ai ki te whare wānanga whakamutunga o nehe i roto i te iwi o Ngāti Whātua. Ko tā te puna reo tirohanga, kia tū hei whare hiringa e mau nei i te reo hei taonga tuku iho. E tino whai pānga ana tēnei ki te aronga anō hoki ki te tuakiri, te reo, me te ahurea o te iwi. E kawea ana ngā whakahaeretanga o ia rā e te tumuaki. E whakatutukihia ana te kāwana o te puna reo e Whai Māia Ltd, ā, koia nei te peka whakawhanaketanga ā-iwi o Ngāti Whātua ki Ōrākei.
E whai wāhi nui ana ngā tamariki ki tētahi taiao ako e ū ana ki te ngahau me te pārekareka i roto i ngā akoranga. E hāngai ana te hōtaka akoranga ki ngā matea me ngā ngākau nuitanga e panoni haere ana ki ngā tamariki. He nui ngā tūmomo rauemi i te puna reo, ā, he pai hoki tōna whakatakotoranga. He ātaahua, he muramura, he rerehua hoki te wāhi māhorahora o roto. He wāteatea, he hihiri hoki te wāhi o waho, ā, e āhei ana ngā tamariki ki te tūhura haere. Ka kōkiri ngā pākeke i ngā whakawhitinga kōrero, ka tautoko hoki rātou i ia te wā, ā, ka whakamihi, ka akiaki hoki i ngā tamariki i roto i ā rātou mahi. Ka whakatauira rātou i tētahi tino taumata o te whakaute mō te whaiaro o te tamaiti, tōna mana āhua ake, me tōna aronga toi whenuatanga anō hoki. E wātea ana ngā tamariki ki te whai me te kōkiri anō hoki i ō rātou ake ngākau nuitanga. Kua whakarite ngā kaiako i ngā kawa me ngā tikanga ka whāia e ngā tamariki i roto i ngā mahinga o ia rā. E poipoia ana te whakawhiti atu o ngā tamariki i te ratonga nei ki te kura. Ka poipoia hoki te whakahoahoa me ngā taumahi ā-rōpū, kia rongo ai ngā tamariki i te mauritau me te ngākau titikaha ki te puna reo. He ākonga tūmāia ngā tamariki.
E ako ana ngā tamariki ki tētahi taiao e whakatairanga ana i ngā wawata o Ngāti Whātua ki Ōrākei. Ka ako rātou i ō rātou pepeha, i ngā kōrero e pā ana ki te hapori, i ngā kōrero tuku iho a te iwi, ā, i te whakahirahiratanga anō hoki o ngā pou whenua o te takiwā nei. Ka tae atu hoki rātou ki ngā kaupapa i te marae o Ōrākei. He whai wāhitanga mō ngā kaiako, te whānau, me ngā tamariki ki te ako ngātahi mā ngā huarahi e whai pūtake ana. Ka rongo ngā tamariki i ngā hononga e ahu mai ana i te whanaungatanga me te whakaaro aroha. Ka whai pūtake ngā taunekeneke ki waenga i ngā pākeke me ngā tamariki, ā, he whakaute hoki. He mātātoa te hāpai me te ārahi o ngā tuākana i ō rātou tēina. Ka kitea ki ngā tamariki tō rātou aronga toi whenuatanga ki tō rātou puna reo me tō rātou hapori.
E tino tautokona ana te ako a ngā tamariki i te reo Māori. Kōrero Māori ai ngā kaiako i ngā wā katoa, puta noa i te hōtaka o ia rā, ā, ka patapatai, ka whakawhiti kōrero hoki ki ngā tamariki, hei hāpai i te whakawhanaketanga o tō rātou reo. He tino hōhonu te māramatanga o ngā tamariki tuākana ki te reo Māori, ā, e āhei ana rātou ki te whakahoki kōrero, te whakapuaki whakaaro anō hoki mā te whakamahi i ngā rerenga kōrero māmā. Ka ngākau nui ngā tamariki ki te pānui ngātahi ki te taha o ngā kaiako, ā, he whai wāhitanga anō hoki mō rātou ki te whakaputa kōrero mō ngā pakiwaitara e rangona ana e rātou. E pakari haere ana te ngākau titikaha o ngā tamariki, i tō rātou reo Māori e puāwai mai ana.
He tau, he harikoa hoki ngā pēpi, ā, e tino atawhaitia ana hoki. Ka ngākau nui, ka whai wāhi nui hoki ngā pēpi ki te whānuitanga o ngā tūmomo taumahi e whakawhānui ana i ā rātou wheako akoranga, ā, e hāpai ana hoki i tō rātou whakawhanaketanga. He pakari tā rātou tūhura haere ki tō rātou taiao e noho hihiri ana, ā, he hāneanea, he mārie hoki. Ka whai ngā kaiako i ngā ngākau nuitanga o ngā pēpi i a rātou e whakamahere ana i te hōtaka akoranga. Kei te tino mārama ngā mātua ki tēnā e ākona ana e ā rātou pēpi, ā, ka aroturuki rātou i tā rātou ahu whakamua. He pai te whakawhanaketanga o ngā pēpi hei ākonga e puāwai mai ana.
Ko ngā akoranga a ngā tamariki, me ō rātou mōhiotanga hoki e whakatinana haere ana i ngā mahi ki te whakamahere i te hōtaka. E ārahi ana Te Whāriki i ngā mahere a ngā kaiako. Ko ngā paki ako me ngā taumata ka whāia tonuhia e ngā tamariki, e tūhonohono ana ki Te Whāriki. E whai mōhiohio ana ngā tuhinga aromatawai. He pai te whakatakotoranga o ngā pūkete a ia tamaiti, ā, e mau ana hoki i ngā whakaaturanga o ā rātou akoranga me ō rātou whakawhanaketanga. Ka ngākau nui ngā tamariki ki te whakaatu i ā rātou pūkete ki ō rātou whānau. E whai hua ana ngā huarahi mahi a ngā kaiako, ā, ka mahi ngātahi hoki rātou hei whakatairanga i te ako a ngā tamariki. Aromātaihia ai e rātou i ia te wā, te whai huatanga o te hōtaka akoranga. E tino hāpaitia ana te ako a ngā tamariki.
Ko te ako, te whakawhanaketanga, me te waiora o ngā tamariki e whakatinana ana i ngā whakataunga e pā ana ki te whakahaeretanga o te puna reo. Kua kōkiri, kua whai hua anō hoki te tumuaki me ngā kaimahi i te waihanga o tētahi taiao e whakatairanga ana i te whanaungatanga, te manaakitanga, me te kaitiakitanga. He pai te whakahaere i ngā mahi o ia rā. Arotakengia ai, whakahoungia ai hoki ngā kaupapa here me ngā tukanga i ia te wā. Ka whakarato te tumuaki i ngā pūrongo o ia marama, hei whakamōhio i ngā tukanga e pā ana ki te kāwana. E whai kounga ana ngā mahi arotake whaiaro, ā, e kitea ana ngā hua pai mō ngā tamariki.
Ko te ahunga whakamua o te puna reo, e ahu mai ana i te tirohanga me ngā kaupapa matua o te paetawhiti o Ngāti Whātua ki Ōrākei, hei painga mō ō rātou hapū me tō rātou iwi. Ko ētahi o ā rātou kaupapa matua, ko te whakarauoratanga o te reo i Ngāti Whātua ki Ōrākei, me te rōnakitanga mā te aro nui ki ngā uri o te iwi. Ka whakamanahia ngā whānau, ā, e piki ake ana tā rātou whai wāhi atu ki te hōtaka akoranga me ngā whakahaeretanga i te puna reo. E whai hua ana ngā tamariki, nā tētahi mātauranga e aroturukitia ana i ia te wā hei whakapai ake.
Kia whai whakaaro tonu i ngā mahinga me ngā pūnaha auaha hei whakawhānui ake i ngā āhuatanga pakari e kitea ana ki roto i tēnei puna reo.
I te wā o te aromātai, 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:
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.
Ka arotake anō Te Tari Arotake Mātauranga i Te Puna Reo Ōkahukura i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
13 Whiringa ā-rangi, 2017
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Te tūwāhi |
Kei Tāmaki-makau-rau |
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Te tau a Te Tāhuhu o te Mātauranga |
25341 |
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Te tūmomo raihana |
Hei Ratonga Mātauranga me te Atawhai |
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Te ture raihana |
Ture Mātauranga (Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
50 ngā tamariki, kia 15 ki raro i te rua o ngā tau |
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Te tokomaha kei te rārangi ingoa |
45 ngā tamariki, 12 kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 24 Tama 21 |
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Ngā hononga ā-iwi |
Māori Pākehā Pāniora Kosovan |
85% 7% 4% 4% |
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Ōrau o ngā kaiako e mau ana i ngā tohu mātauranga |
50-79% + |
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Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki |
Ki raro i te rua tau |
1:3 |
E whakatutuki ana i ngā herenga tikanga |
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Ki runga ake i te rua tau |
1:5 |
E whakatutuki ana i ngā herenga tikanga |
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Te wā i te whare kōhungahunga te rōpū arotake |
Mahuru 2017 |
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Te wā o tēnei pūrongo |
13 Whiringa ā-rangi, 2017 |
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Ngā pūrongo o mua ā Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga |
Here-turi-kōkā 2014 Hōngongoi 2011 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Children show very they are confident learners in their work and relationships with others.
ERO's findings that support this overall judgement are summarised below.
Te Puna Reo Ōkahukura is in Ōrākei, Auckland. This puna reo was opened in 2007 and provides a full day service for up to 50 children including 15 under two years old. The puna reo is currently operating at 80% in te reo Māori. It is a long term priority of the puna reo to become a total immersion service with an emphasis on the language and tikanga of Ngāti Whātua.
The puna reo takes its name from a place in the Kaipara Harbour that was close to the last ancient whare wānanga of Ngāti Whātua. The vision for the puna reo is to be centre of excellence where their language is their legacy. This aligns strongly to the focus on iwi identity, language and culture. Day to day operations are the responsibility of the tumuaki (centre manager). Governance of the puna reo is undertaken by Whai Māia Ltd, the tribal development arm of Ngāti Whātua ki Ōrākei.
Children enjoy an environment where learning is fun and enjoyable. The learning programme is based on children’s changing needs and interests. The puna reo is extensively resourced and well designed. The open plan indoor environment is attractive, colourful and inviting. The outdoors is spacious and exciting and allows children to explore freely. Adults initiate conversations, provide regular support and praise and encourage children as they work. They model a high degree of respect for children’s personal space, individuality and sense of belonging. Children are free to follow and initiate their own interests. Teachers have established kawa and tikanga for children to follow in the daily routines. Children are nurtured to transition into the service and out to school. Friendships and group activities are fostered to give children a sense of security and confidence in the puna reo. Children are confident learners.
Children learn in an environment that promotes the aspirations of Ngāti Whātua ki Ōrākei. They learn their pepeha, local stories and iwi histories, and the significance of local landmarks. They also attend events at Ōrākei marae. Teachers, whānau and children have opportunities to learn together in purposeful ways. Children experience relationships that are based on whanaungatanga and aroha. Interactions are meaningful and respectful between adults and children. Tuākana actively support and guide their tēina. Children demonstrate that they belong to their puna reo and the local area.
Children are well supported to learn te reo Māori. Teachers speak te reo Māori consistently throughout the daily programme, ask questions and have conversations with children to support their language development. Tuākana have a high level of understanding of te reo Māori and are able to respond and convey messages using simple sentence structures. Children enjoy shared reading with teachers and have input to the stories they hear. Children are gaining confidence as early speakers of te reo Maori.
Babies are settled, happy and well cared for. Babies enjoy and participate in a variety of activities to extend their learning experiences and to support their development. They confidently explore in a vibrant, comfortable and calming environment. Teachers follow babies’ interests when planning the learning programme. Parents have a clear understanding of what their babies are learning and monitor their learning progress. Babies are developing well as early learners.
Children’s learning interests and knowledge inform programme planning. Te Whāriki guides teacher planning. Learning stories and next steps for children are linked to Te Whāriki. Assessment records are informative. Well-presented individual portfolio books contain evidence of their learning and development. Children enjoy sharing their portfolio books with their whānau. Teachers work in positive and collaborative ways to enhance children’s learning. They regularly evaluate the effectiveness of the learning programme. Children’s learning is supported well.
Children’s learning, development and well-being inform decisions about the operation of the puna reo. The tumuaki and staff have been proactive and effective in creating an environment that promotes whanaungatanga, manaakitanga and kaitiakitanga. The daily operations are managed well. Policies and procedures are reviewed and updated regularly. The tumuaki provides monthly reports to inform governance processes. Internal evaluation is robust and supports positive outcomes for children.
The future direction of the puna reo is based on the long term vision and priorities of Ngāti Whātua ki Ōrākei for their hapū and iwi. Their priorities include language revitalisation particular to Ngāti Whātua ki Ōrakei and sustainability through investment in their own people. Whānau are valued and are increasingly involved in the learning programme and operations of the puna reo. Children benefit from an education that is constantly monitored for improvements.
Continue to explore innovative practices and systems that build on current good practices in the puna reo.
During the evaluation, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's well-being:
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.
The next ERO evaluation of Te Puna Reo Ōkahukura will be within three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
13 November 2017
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Location |
Auckland |
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Ministry of Education profile number |
25341 |
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License type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
50 children, including up to 15 aged under 2 |
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Service roll |
45 children including 12 aged under 2 |
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Gender composition |
Boys 21 Girls 24 |
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Ethnic composition |
Māori NZ Pākehā Spanish Kosovan |
85% 7% 4% 4% |
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Percentage of qualified teachers |
50-79% |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Meets minimum requirements |
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Over 2 |
1:5 |
Meets minimum requirements |
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Review team on site |
September 2017 |
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Date of this report |
13 November 2017 |
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Most recent ERO report(s) |
Education Review Education Review |
August 2014 July 2011 |
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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:
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.
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.
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.
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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.
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.
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:
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:
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:
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.
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
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
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.
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.
ERO and the managers, teachers and whānau agree that the next steps for improvement include:
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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
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 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.
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Location |
Ōrakei, Auckland |
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Ministry of Education profile number |
25341 |
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Licence type |
Puna Reo - Bi-lingual Early Childhood Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
50 children, including up to 15 aged under 2 |
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Service roll |
52 children including 15 aged under 2 |
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Gender composition |
Girls 28 Boys 24 |
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Ethnic composition |
Māori NZ European/Pākehā Other |
43 3 6 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
5 August 2014 |
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Date of this report |
14 November 2014 |
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Most recent ERO report(s) |
Education Review |
October 2011 |
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Supplementary Review |
September 2010 |
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Education Review |
June 2009 |
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.