Te Ara Ki Te Reo Ki Kuirau

Education institution number:
30112
Service type:
Education and Care Service
Definition:
Maori ECE service (excluding TKR)
Total roll:
14
Telephone:
Address:

1351 Amohau Street, Rotorua Central, Rotorua

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Te Ara Ki Te Reo Ki Kuirau 

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga me ngā kaiārahi, ngā whānau, ngā kaiako me ngā hapori o ngā Puna Reo, o ngā Whare Kōhungahunga rānei ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. 

2 Te Horopaki 

He purapura i ruia mai i Rangiātea, e kore e ngaro

Ko Te Ara ki te Reo ki Kuirau tētahi ratonga mātauranga kōhungahunga, ratonga rumaki reo Māori tonu ki Rotorua. E ahu mai ana ngā akoranga i tētahi hōtaka e pā ana ki te reo Māori me ngā tiakanga whānau, ā, ka whakarato i te mātauranga me te atawhai ki ngā tamariki, mai i ngā piripoho ki ngā tamariki kua eke ki te ono tau te pakeke. Kua roa nei te puna reo e whakahaerehia ana, ā, ka kaha tautāwhi i tō rātou reo me ō rātou tikanga o Ngāti Whakaue. 

3 Te Aronga o te Aromātai

He pēhea rawa te whakaatu mai a ngā tamariki i tō rātou māramatanga ki tō rātou hononga, me tō rātou aronga toi whenuatanga hoki ki a Ngāti Whakaue

E whakaatu ana ngā tamariki i tō rātou whai māramatanga ki a rātou anō hei uri o Ngāti Whakaue. 

4 Ngā Whakaaturanga 

E tino puāwai ana ngā tamariki ki tētahi taiao kua āta whakatōngia ki ngā tikanga me te manaakitanga. He hōhonu ō rātou wheako whakaako, wheako ako hoki e paihere ana i a rātou ki ngā kōrero tuku iho, ki ngā hītori, ki ngā waiata, me ngā whakapapa o Ngāti Whakaue. Kua taunga ngā tamariki katoa ki te taiao ako e pupuri nei i te nui o ngā rauemi, ā, kua āta whakatakotohia hoki ngā mahinga. He pai ngā taunekeneke ki waenga i ngā kaimahi me ngā tamariki. Kei te tautōhito ngā kaimahi, ka āta kapo atu rātou i ngā whai wāhitanga ako, ā, ko te reo Māori te reo whakawhitiwhiti whakaaro. E whanake ana ngā tamariki kia tīmatahia tā rātou kōrero i te reo Māori, ā, e āta tautokona ana e ngā kaimahi me ngā whānau. E ākina ana tā rātou kōkiri i ngā karakia, i ngā waiata, me ngā mihimihi hei rautaki e whakapakari ai i ō rātou ngākau titikaha ki te whakamahi i te reo Māori ki ngā horopaki ōkawa. E mōhio ana ngā tamariki he uri rātou nō Ngāti Whakaue. 

Kua āta whakaritea, kua āta whakahaerehia hoki e ngā kaimahi te whakamahere, te aromatawai, me te aromātai hōtaka. Kua āta tautuhia ngā kaupapa matua me ngā takunetanga ako. Ka whakauru ngā kaiako i ngā whāinga ako ki ngā tākaro o ia rā. Ka kitea ki ngā mahere te kaha ū o ngā kaiako kia riro i ngā tamariki te tino painga o ngā wheako whakaako me ngā wheako ako e tūhonohono ana ki a Ngāti Whakaue. Ka aru pai ngā kaiako i te ahu whakamua me te ako a ngā tamariki. E noho wātea ana aua mōhiohio ki Pakiako, arā, he whakatakotoranga ā-ipurangi o ngā paki ako. Mā roto mai i ngā mahere me ngā aromatawai, ka kitea e ngā whānau te hāngaitanga o ngā hōtaka akoranga ki ngā uara me ngā wawata o Ngāti Whakaue. Hui ai ngā kaimahi i ia te wā, ā, ka whakawhiti whakaaro aromātai mō te ako a ngā tamariki me ngā huarahi ki te whakatairanga tonu i aua tūāhuatanga. E whiwhi ana ngā tamariki i ngā putanga whai hua e whakatōpū ana i tō rātou tuakiri ā-iwi me tō rātou ahurea ā-iwi

E whakarato ana te whānau i tētahi taiao e whakatairanga ana i tō rātou motuhaketanga hei uri o Ngāti Whakaue. Kua roa nei te whānau e whai wāhi ana ki te puna reo, puta noa i tēnā me tēnā o ngā whakatupuranga. Ko tō te whānau wawata, kia rumakina ā rātou tamariki ki te reo Māori me ngā whakaakoranga o Ngāti Whakaue. E hāpai ana rātou i te hōtaka akoranga mā te whakapuaki i ō rātou mōhiotanga me ō rātou pūkenga ki ngā kaupapa matua. 

E whakarato ana ngā kaiwhakarite i ngā painga mō ngā tamariki me ō rātou whānau. E tino mōhiotia ana, e tino māramahia ana e rātou ngā whakahaeretanga o ia rā ki te puna reo. Ka whakatauira ngā kaiwhakarite i te papai o ngā taunekeneke, ngā rautaki, me ngā whanonga e hāpai ana i te tūmāia o ngā tamariki ki te whai wāhi nui ki ō rātou ake huarahi ako. Ka ākina te whakatairanga ake i te whakawhanaketanga moroki o ngā whakaritenga ngaio me te whakaaro huritao. Ka rongo ngā tamariki i te angitu e hāpai ai i tā rātou ako. 

Ngā Whakaritenga Matua ka whai ake 

Me whakarite i te aromātai o roto. Tērā ētahi wāhanga o te taha kāwana hei whakapakari ake:

  • Kāhore ngā Pou Whakahaere e hui ana i ia te wā, hei āta whakatau i te whakatutukitanga o ngā take kāwana. He mea nui kia whakawhanakehia, kia aroturukitia tētahi mahere ā-tau, hei āta whakatau i te whakatutukitanga o ngā mahi matua i ia tau. Ka whai painga ngā kaiako me ngā tamariki i te wā e whai hua ana te taha kāwana, ā, e whakatutukihia ana ngā herenga ā-ture. 
  • Me whakapai ake i ngā whakaritenga e pā ana ki te whakahaeretanga o ngā pūmanawa tāngata. Me āta whakatau ngā kaiwhakahaere i te kaha whakatinanatanga o ngā arohaehae i whakamaheretia ai mā ngā kaiako. Ka whai hua ngā tamariki nā ngā kaiako e toro atu ana ki ngā arohaehae e arotahi ai ki te tupu ngaio me te whakaako. 
  • Kāhore anō kia oti te manatoko me te arotake tonutanga o ngā kaupapa here me ngā tukanga. Kua whakaritea ngā kaupapa here, engari kāhore e tino māramahia ana ngā tukanga e te whānau. Ka whai hua ngā tamariki me ngā whānau i ngā hanganga e āta whakapūmau ana i te waiora me te noho haumaru. 
  • Kāhore anō kia whakatutukihia tētahi tahua pūtea ā-tau. I tēnei wā, kāhore he tahua pūtea hei ārahi i ngā utu moni mō te tau. Ka whai hua ngā tamariki i te wā e whakaarohia ana ō rātou matea mō meāke nei. 
  • I whakawhārikihia mā Te Tari Arotake Mātauranga tētahi mahere mahi e whakatau ai i te hauora, te haumaru, me te waiora o ngā tamariki. Engari, kāhore anō kia whakatinana katoatia. Ka whai hua ngā tamariki i te wā e tino māramahia ana e ngā kaimahi ō rātou tūranga me ā rātou kawenga e whakapūmau ana i te kounga o ngā whakaakoranga, ā, e whakatairanga ana hoki i ngā putanga. 

5 Te Whakatau a te Whakahaere ki ngā Wāhanga Tautukunga

I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha o te ratonga ki te whakahaere i ngā wāhanga e whai pānga nui ai ki te waiora o ngā tamariki, arā, ki:

  • te haumaru ā-whatumanawa, tae atu ki te ārahi mauritau me te ārai tamariki
  • te haumaru ā-tinana, tae atu ki te mātakitaki tamariki, ngā whakaritenga whakamoe, ngā aituā, te whāngai rongoā; ngā ritenga akuaku; me ngā kaupapa here, ngā tukanga hoki mō ngā haerenga whakawaho
  • te tū tika o ngā kaimahi, tae atu ki te tika o ngā tohu mātauranga, ngā mahi arowhai a ngā pirihimana, me te tatauranga ki waenga i te kaiako me te tamaiti 
  • ngā whakaritenga hōneatanga me ngā 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, ā, ka arotake i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture. 

Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:

  • whakawhanake i tētahi mahere ā-tau e ārahi ana i ngā whakahaeretanga o te ratonga, ā, me āta whakatau i te tukanga kia whakatinanahia, kia aroturukitia hoki te ahu whakamua o ngā wāhanga matua o te mahere ā-tau e pā ana ki ngā whakahaeretanga
    [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA8 Paearu Raihana mō ngā Ratonga o te Mātauranga me te Atawhai Kōhungahunga 2008]
  • whakawhanake me te whakatinana i tētahi tahua pūtea ā-tau e whakatakoto ana i ngā pūtea me ngā utu e matapaetia ana mō te tau. 
    [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA9 Paearu Raihana mō ngā Ratonga o te Mātauranga me te Atawhai Kōhungahunga 2008] 

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga me ngā kaiārahi o te puna reo, kia mahi ngātahi ngā pou whakahaere me ngā pou ārahi ki te āta whakatau i te whakatutukitanga o te katoa o ngā whakaritenga matua me ngā herenga ā-ture i tautuhia ai kia whāia. 

Darcy Te Hau
Toka ā Nuku 
Te Uepū-a-Motu – Māori Services

22 Haratua 2024

7 Ngā kōrero e pā ana ki te puna reo

Te tūwāhiKei Rotorua
Te tau a te Tāhuhu o te Mātauranga 30112
Te tūmomo raihanaHe Ratonga Mātauranga me te Atawhai
Te raihanaNgā Ture Mātauranga (Ratonga Kōhungahunga) 2008
Te tokomaha mō te raihana35, kia 10 ki raro i te rua o ngā tau
Te tokomaha kei runga i te rārangi ingoa16, tokorima kei raro i te rua o ngā tau
Ngā hononga ā-iwiMāori 16
Te ōrau o ngā kaimahi kua whakawhiwhia ki ngā tohu mātauranga 80%+
Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamarikiKi raro i te rua o ngā tau1:4He pai kē atu i ngā herenga tikanga mōkito
Ki runga ake i te rua tau1:7He pai kē atu i ngā herenga tikanga mōkito
Te wā i te whare kōhungahunga te rōpū arotakePoutū-te-rangi 2024
Te wā o tēnei pūrongo 22 Haratua 2024
Ngā pūrongo o mua a 
Te Tari Arotake Mātauranga   
Arotake Mātauranga, Whiringa-ā-nuku 2019; Arotake Mātauranga, Pipiri 2013; Arotake Tāpiri, Hui-tanguru 2011

1 Introduction

The Education Review Office (ERO) in collaboration with Puna Reo or Whare Kōhungahunga leaders, whānau, kaiako and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability.

2 Context 

He Purapura I ruia mai I Rangiatea, e kore e ngaro.

Te Ara ki te Reo ki Kuira is a total immersion Māori early learning service in Rotorua. Learnings are based on a te reo Māori me ngā tiakanga whānau programme offering education and care for tamariki from birth to six years of age. They are a long-standing puna reo that embraces their Ngāti Whakaue reo and tikanga.

3 Evaluation Focus

How well do tamariki demonstrate an understanding of their connection and belonging to Ngāti Whakaue?

Tamariki demonstrate a growing awareness of who they are as Ngāti Whakaue

4 Findings 

Tamariki thrive in an environment that is steeped in tikanga and manaakitanga. They have rich teaching and learning experiences that connect them to Ngāti Whakaue stories, history, waiata and whakapapa. All tamariki are comfortable in a resource rich learning environment, with well-established routines. Kaimahi and tamariki interactions are positive. Skilled kaimahi make the most of learning situations where te reo Māori is the language of communication. Tamariki are developing as early speakers of te reo Māori and are well supported by kaimahi and whānau. They are encouraged to facilitate karakia, waiata and mihimihi as strategies to grow their confidence to use te reo Māori in formal situations. Tamariki are aware that they are descendants of Ngāti Whakaue

Planning, assessment and programme evaluation are well organised and managed by the kaimahi. Kaupapa matua and learning intentions are clearly identified. Kaiako include learning objectives into everyday play.  Planning shows that kaiako are committed to tamariki having the best teaching and learning experiences that connect to Ngāti Whakaue. Kaiako track tamariki progress and learning well. This is easily accessible through Pakiako, online learning stories. Whānau can see through planning and assessments that their tamariki learning programmes align to the values and aspirations of Ngāti Whakaue. Kaimahi meet regularly and have evaluative discussions about tamariki learning and how this can be further enhanced. Tamariki experience positive outcomes that consolidate their iwi identity and culture.

Whānau provide an environment that promotes their uniqueness as Ngāti Whakaue uri. They have a long association to the puna reo which spans across generations. Whānau aspire  for their tamariki to be immersed in te reo Māori and Ngāti  Whakaue teachings. They support the learning programme through contributing knowledge and skills to kaupapa matua. 

Kaiwhakarite provide positive outcomes for tamariki and their whānau. They have intimate knowledge and understanding of the day-to-day running of the puna reo. Kaiwhakarite role models positive interactions, strategies and behaviours that support tamariki to be confident contributors to their own learning.  Promoting ongoing development of professional practice and reflection is encouraged. Tamariki experience success that supports their learning.

Key Next Steps

Internal evaluation needs to be established. There are areas of governance that need strengthening: 

  • Pou Whakahaere do not have regular hui to ensure governance matters are attended to. It is important that a annual plan be developed and monitored to ensure key tasks are undertaken annually. Kaiako and tamariki benefit when governance is effective and legislative requirements are met. 
  • Human resource management practices need improving. Managers need to ensure planned kaiako appraisals are fully implemented. Tamariki benefit from kaiako who are engaged in appraisals that focus on professional growth and teaching. 
  • Ratification and ongoing review of policies and procedures are incomplete. Policies have been prepared, but whānau have little understanding of procedures. Tamariki and whānau benefit from structures that ensure wellbeing and safety. 
  • An annual budget needs to be completed. There is currently no budget to guide financial expenditure for the year. Tamariki benefit when their future needs are considered.    
  • An action plan ensuring the health, safety and wellbeing of tamariki was provided to ERO. However, it is yet to be fully  implemented. Tamariki benefit when kaimahi have clear understanding of roles and responsibilities that sustain quality teaching and improve outcomes. 

5 Centre 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.

Actions for Compliance

To meet compliance requirements they must:

  • develop an annual plan to guide the service’s operation, and ensure there is a process to implement and monitor the progress of key aspects of the annual plan and operations
    [Regulation 47 Education (Early Childhood Services] Regulations 2008; GMA8 Licensing Criteria for Early Childhood Education and Care Services 2008] 
  • develop and implement an annual budget, setting out the services estimated revenue and expenses for the year.
    [Regulation 47 Education (Early Childhood Services) Regulations 2008; GMA9 Licensing Criteria for Early Childhood Education and Care Services 2008]

6 Recommendation

ERO and the puna reo or whare kōhungahunga leadership recommends that pou whakahaere and pou arahi work collaboratively to ensure all key next steps and areas of non-compliance are addressed.

Darcy Te Hau 
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services

22 May 2024 

7 Information about the puna reo

LocationRotorua
Ministry of Education profile number30112
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for35 children, including up to 10 aged under 2
Service roll16 children, including 5 aged under 2
Ethnic compositionMāori 16 
Percentage of qualified teachers80% +
Reported ratios of staff to childrenUnder 21:4Better than minimum requirements
Over 21:7Better than minimum requirements
Review team on siteMarch 2024
Date of this report22 May 2024
Most recent ERO report(s) Education Review, October 2019; Education Review, June 2013; Supplementary Review, February 2011

Te Ara Ki Te Reo Ki Kuirau - 16/10/2019

1 Te Aromātai i Te Ara ki Te Reo ki Kuirau

He pēhea te tūnga o Te Ara ki Te Reo ki Kuirau ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki?

Kāhore i te pai te tūnga

Me whakawhanake ake

He pai te tūnga

He tino pai te tūnga

He pēhea rawa te whai wāhi atu a ngā tamariki ki ngā akoranga?

He mātātoa te whai wāhi atu a ngā tamariki ki ngā akoranga me te tākaro.

Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki tēnei whakataunga i whakarāpopotohia ai ki raro iho nei.

He Whakamārama

Ko Te Ara ki Te Reo ki Kuirau tētahi whare mātauranga kōhungahunga rumaki reo Māori e tū ana ki Rotorua. He ratonga tēnei mō te tamaiti, tae noa ki te ono o ngā tau. Ko tā rātou tūnga hei Tarahiti Āwhina Tangata e whai pānga anō hoki ki te whai wāhi atu a te whānau ki ngā mahi whakahaere me ngā mahi kāwana. Ko te reo me ngā tikanga Māori e pou here ana i ngā akoranga.

Ngā Whakaaturanga o te Aromātai

E whakaongaongatia ana ngā tamariki hei ākonga, mā te whanaungatanga. Ka whiwhi rātou i ngā taunekeneke papai e whakamana ana i a rātou. Ka manaaki, ka whakaute hoki ngā tamariki tuākana i ō rātou tēina. Kei te harikoa, kei te mauritau hoki ngā pēpi. Ka āta whakatairanga ngā kaimahi i te reo manaaki puta noa i ngā akoranga. Ka ngākau nui ngā tamariki ki te whakapuaki i ō rātou whakaaro ki te taha o ētahi atu. E whakahaerehia ana te hōtaka akoranga o ia rā mā te aro anō hoki ki te rerekē haere o ngā matea me ngā hiahia o ngā tamariki, me te panoni haere i runga tonu i aua tūāhuatanga. Kei te mauritau, kei te tūmāia hoki ia tamaiti ki te tūhura me te whakahura i te whānuitanga o ngā tūmomo horopaki. He pai ki ngā tamariki tuākana ngā whai wāhitanga ki te ārahi i roto i ngā akoranga, ngā mahinga o ia rā, te atawhai o ētahi atu, me ngā tikanga. E putaputa mai ana ngā akoranga reo Māori e hāngai pū ana ki a Ngāti Whakaue. Ko ngā whakaritenga atawhai, whakaritenga ako hoki a ngā kaimahi e ahu mai ana i ngā tirohanga tuku iho o te ao Māori, ā, e āta whai hua ana ki te whakatairanga ake i ngā akoranga a ngā tamariki. E whai wāhi atu ana ki ngā whakaritenga a ngā kaimahi, ko ō rātou whakaaro huritao me ngā whakawhitinga kōrero hoki ki te whānau i ia te wā mō ō rātou wawata e pā ana ki ā rātou tamariki. Kei te whai wāhi nui, kei te harikoa, ā, kei te whai hononga anō hoki ngā tamariki.

He mātātoa te whai wāhi atu a te whānau ki ngā akoranga a ngā tamariki. Ka whakapuakihia e ngā kaimahi ngā whai wāhitanga i ia te wā e hāpai ai i te whānau ki te whakaputa i ā rātou ake tirohanga e pā ana ki te aromatawai, te whakamahere, me te waihanga o te marautanga o te whare kōhungahunga. Ko ngā wānanga i whakaritea ai, ko te whakawhanaketanga ngaio hoki, e hāpai ana i ngā whāinga a te whare kōhungahunga ki te whakapakari ake i ngā pūkenga reo Māori o te whānau, me te whakawhānui i te mōhiotanga o te whare kōhungahunga kia pakari ake ai te aronga ki a Ngāti Whakaue hei tūāpapa matua mō te marautanga o Te Whāriki. Kei te tino māramahia e ngā kaimahi te āhua o te tamaiti mā te horopaki o te whānau. Ka tuitui rātou i ngā ariā kaupapa Māori mō ngā whakaritenga me ngā akoranga a te whare kōhungahunga. Ko ētahi o aua ariā, ko te manaaki, te tiaki, me te whanaungatanga. E hāpai ana ngā mahi aromatawai i te whakawhanaketanga o te mana āhua ake o ia tamaiti, me tōna whai hononga hei tangata whenua.

Ka kitea, ka poipoia hoki te ārahitanga, puta noa i te whare kōhungahunga. E whakapūmau ana te kaiwhakahaere o te whare kōhungahunga i te tirohanga me ngā tikanga whakaaro ako a te whare kōhungahunga. E tino hāpaitia ana ngā kaimahi katoa kia puāwai ai ō rātou pūmanawa ki te ārahi mā te whakawhanaketanga ngaio i whakamaheretia ai, me te hāngaitanga o tēnei ki ngā kaupapa rautaki matua a te whare kōhungahunga me te whakawhanaketanga whaiaro. Ko te whakawhanaketanga ngaio o nā noa nei i hāngai ai ki ngā ariā kaupapa Māori me ngā rangahau kaupapa Māori, ā, ki te reo Māori hoki. Ko te pakari o ngā hononga me ngā mahi whakatōpū ki te whānau e whakatairanga ake ana i te tupu ngātahi o te ārahitanga. E arotahi ana te ārahitanga ki te whakapaitanga ake me te tupu hei painga mō ngā tamariki.

E ai ki ngā mema o te whānau, kei te whakatairanga ngā tikanga whakaaro me ngā pūnaha o te whare kōhungahunga i te pai o ngā putanga ako ki ā rātou tamariki. Ka whakamanahia te whānau hei pātuitanga mātātoa ki te mātauranga o ā rātou tamariki me ngā whakawhanaketanga ki te whare kōhungahunga. He tino aronga ki te whakapakari i te āheinga reo Māori o ngā mema hei āhuatanga tonu o te hiahia ki te āta whakapūmau ake i te whai wāhi mai o ngā akoranga o Ngāti Whakaue ki te marautanga ako o Te Whāriki. E mōhio ana ngā pou whakahaere, e tika ana kia āta tautokona e rātou ngā kaiwhakahaere o te whare kōhungahunga mā ō rātou tūranga kāwana, ā rātou kawenga kāwana hoki, ā, mā te whakamahere hoki i te tauatanga i roto i aua mahi. He pai te whakahaeretanga o ngā take e pā ana ki te tari, ngā pūtea, me ngā kaimahi. E arotahi ana ngā mema ki te rōnakitanga me te whakapaitanga ake.

Ngā Whakaritenga Matua ka Whai Ake

Me whakapakari ake i te aromātai me te arotake. Nā te iti noa o ngā hui kāwana i te tau, kei te uaua te whakapūmau i ngā taumata e tika ana mō te aroturuki, te pūrongo, te aromātai, me te arotake. Ahakoa kei te mārama te tikanga whakaaro me te tirohanga a te whare kōhungahunga, he iti noa ngā mōhiohio e whakaemihia ana i ia te wā ki te whakatinana haere i te tikanga whakaaro, te tirohanga, me te aronga rautaki hoki a te whare kōhungahunga. Tāpiri atu ki tēnei, ko tētahi atu āhuatanga hei pūrongo, hei aroturuki hoki i ia te wā, ko ngā whakawhanaketanga marau e whakapakari ake ai i te whai pānga o te marautanga o Te Whāriki ki a Ngāti Whakaue. Ko ngā tino painga mō ngā tamariki, ko te ahunga rautaki hoki o te whare kōhungahunga ētahi atu āhuatanga e tika ana kia āta kitea ki ngā mahi kāwana i ia te wā.

Ahakoa e aromātai ana ngā kaiako i te hōtaka i ia te wā, kāhore aua mōhiohio e tātarihia ana, e pūrongotia ana rānei.

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.

I tāutuhia e Te Tari Arotake Mātauranga ētahi wāhanga kāhore e tutuki ana e ai ki te ture. Kia tutuki i te whare kōhungahunga āna herenga ā-ture, me tahuri ki te:

  • whakatakoto i tētahi tukanga o te arotake whaiaro, o te aromātai o roto rānei e haere tonu ana i ia te wā, hei hāpai i ngā mahi ki te whakapūmau me te whakapai ake i te kounga o ngā whakaritenga mā ngā tamariki.
    [R47 Ture Mātauranga (Kōhungahunga) 2008]

Gloria Takuira

Toka ā-nuku Whakakapi

16 Whiringa ā-nuku, 2019

2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga

Te tūwāhi

Kei Rotorua

Te tau a Te Tāhuhu o te Mātauranga

30112

Te tūmomo raihana

He Ratonga Mātauranga me te Atawhai

Te ture raihana

Ture Mātauranga (Kōhungahunga) 2008

Te tokomaha mō te raihana

35 ngā tamariki, kia 10 ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

20, kāhore he tamaiti kei raro i te rua o ngā tau

Te ira tangata

Tama 13

Kōtiro 7

Ngā hononga ā-iwi

Māori

100%

Ōrau o ngā kaiako e mau ana i ngā tohu mātauranga

80% +

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 mōkito

Ki runga ake i te rua tau

3:14

He pai kē atu i ngā herenga tikanga mōkito

Te wā i te whare kōhungahunga te rōpū arotake

Hōngongoi 2019

Te wā o tēnei pūrongo

16 Whiringa ā-nuku, 2019

Ngā pūrongo o mua ā Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Tāpiri

Poutū-te-rangi 2016

Pipiri 2013

Hui-tanguru 2011

1 Evaluation of Te Ara Ki Te Reo Ki Kuirau

How well placed is Te Ara Ki Te Reo Ki Kuirau to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

How well are children engaged in learning?

Children are actively engaged in learning and play.

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

Background

Te Ara Ki Te Reo Ki Kuirau is a total immersion te reo Māori Early Childhood Centre in Rotorua. The service provides for children up to the age of 6 years old. Their Charitable Trust status recognises whānau involvement for management and governance. Te reo me ngā tīkanga Māori underpins learning.

The Review Findings

Children are stimulated as learners through whānaungatanga. They experience positive and affirming interactions. Older children show care are respect for younger peers. Pepi are happy and settled. Kaimahi promote well te reo manaaaki throughout learning. Children willingly share their views with others. The daily learning programme is managed to respond and adapt to children’s changing needs and preferences. Individuals are comfortable and confident to explore and discover in a variety of settings. Older children like the leadership opportunities for learning, daily routines, care of others and tikanga. Te reo Māori learning that is specific to Ngāti Whakaue is emerging. Kaimahi effectively use practices for care and learning from traditional te ao Māori perspectives to enhance children’s learning. Regular communication with whānau about their aspirations for their children, and kaimahi reflection, informs kaimahi practice. Children are engaged, happy and connected.

Whānau are active contributors to children’s learning. Kaimahi provide regular opportunity for whānau to contribute their perspectives to assessment, planning and the design of the centres curriculum. Planned wananga and professional development compliments the centres goals to build whānau te reo Māori capability, and expand the centres knowledge towards a stronger Ngāti Whakaue based Te Whāriki curriculum. Kaimahi understand well the child in the context of whānau. They incorporate kaupapa Māori concepts for centre practice and learning. These include manaaki, tiaki and whanaungatanga. Assessment practices support the development of children’s individuality and connectedness as tangata whenua.

Leadership is recognised and nurtured across the centre. The centre manager upholds the centres vision and philosophy for learning. All kaimahi are well supported to realise their leadership potential through planned professional development that align to the centres strategic priorities, and personal development. Recent professional development includes kaupapa Māori based theories and research, and te reo Māori. Close partnerships and collaboration with whānau promote shared leadership growth. Leadership is focused on improvement and growth for children.

Whānau members report that the centres philosophy and systems promote positive learning outcomes for their children. Whānau feel valued as active partners in their children’s education and centre developments. There is a strong focus on building te reo Māori capability of members as part of the desired shift towards a more Ngāti Whakaue based Te Whariki curriculum of learning. Pou whakahaere is aware of the need to ensure centre management is actively supported by them through their governance roles and responsibilities, and planned succession of governance. Administrative, financial and personnel matters are well managed. Members are focused on sustainability and improvement.

Key Next Steps

Stronger evaluation and review is needed. Limited governance hui throughout the year makes it difficult to maintain standards for monitoring, reporting, evaluation and review. While the centres philosophy and vision is clear, there is limited information collated on a regular basis to inform the centres philosophy, vision and strategic direction. In addition, curriculum developments towards a stronger Ngāti Whakaue based Te Whāriki curriculum needs regular reporting and monitoring. Positive outcomes for children, and strategic progress for the centre should feature regularly at governance level.

While kaiako regularly carry out programme evaluation, this information is not analysed or reported.

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.

ERO identified areas of non-compliance. In order for the centre to meet compliance requirements, they need to:

  • establish an ongoing process of self-review or internal evaluation to help maintain and improve the quality of practice for children.
    [Regulation 47 (Early Childhood Services) Regulations 2008]

Gloria Takuira

Acting Toka ā-nuku

16 October 2019

2 Information about the Early Childhood Service

Location

Rotorua

Ministry of Education profile number

30112

Kōhanga Reo Identification Number

Education & Care Service

Licence type

Education (Early Childhood Services) Regulations 2008

Licensed under

35 children, including up to 10 aged under 2

Number licensed for

20 children, including 0 aged under 2

Kōhanga Reo roll

Boys 13

Girls 7

Gender composition

Māori

100%

Ethnic composition

80% +

Reported ratios of staff to children

Under 2

1:3

Meets minimum requirements

Over 2

3:14

Better than minimum requirements

Review team on site

July 2019

Date of this report

16 October 2019

Most recent ERO report(s)

Education Review

Education Review

Supplementary Review

March 2016

June 2013

February 2011

Te Ara Ki Te Reo Ki Kuirau - 24/03/2016

1 Te Aromātai i te Ratonga

He pēhea te tūnga o Te Ara ki te Reo ki Kuirau ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki?

Kāhore i te pai te tūnga

Me whakawhanake ake

He pai te tūnga

He tino pai te tūnga

Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki te whānuitanga o tēnei whakataunga, kua whakarāpopotongia ki raro iho nei.

He Whakamārama

Ko Te Ara ki te Reo ki Kuirau tētahi whare kōhungahunga rumaki reo Māori ki Rotorua, ā, e kāwanatia ana e tētahi Tarahiti Ohaoha. Ka whakarato te whare kōhungahunga i tētahi wāhi mō te ako i te reo me ngā tikanga Māori. Kua waihangatia te hōtaka hei akiaki i te kōkiri a te tamaiti i āna ake akoranga. E whakapono ana te whānau ka ako ngā tamariki mā te tākaro. E hiahia ana te whānau kia whanake ngā tamariki hei tangata māia, hei tangata mātau hoki.

Ngā Whakaaturanga o te Arotake

He pārekareka ki ngā tamariki te taetae mai ki te whare kōhungahunga i ia rā. He pai ngā hononga o ngā tamariki ki ō rātou hoa, ō rātou kaiako, me tō rātou whānau. Ka hāpai, ka atawhai hoki ngā tamariki tuākana i ngā tamariki tēina me ngā pēpi, ā, ka whakauru i a rātou ki ā rātou tākaro. Ka tākaro ngātahi ngā tamariki, ā, ka kitea tō rātou aroha, tō rātou manaaki, tō rātou awhi hoki. He māia ngā tamariki, ā, ka kite i a rātou e tū takitahi ana i a rātou e ako ana, e tākaro ana hoki.

He pakari te nuinga o ngā tamariki ki te kōrero i te reo Māori. Ka taea e rātou ō rātou whakaaro te whakapuaki ki waenga i a rātou anō, ki ngā kaiako, ā, ki te whānau hoki. He auaha tā rātou whakamahinga i te reo. He pakari ngā tamariki ki te waiata i ngā waiata me ngā hīmene, me te taki i ngā karakia me te mihimihi. Ka whakamahi rātou i te reo e tika ana mō ngā wā ōpaki me ngā wā ōkawa. I ētahi wā, ka aroturuki ngā tamariki i te whakamahinga o ō rātou hoa i te reo Māori, ā, ka hāpai tētahi i tētahi. Ka whakamanahia te reo Māori, ā, he māoriori te rere o te reo, puta noa i te whare kōhungahunga. He māhorahora te kōrero a ngā tamariki i te reo Māori.

He pārekareka ki ngā tamariki te ako. Ka tino hāpaitia rātou, ā, ka whai wāhi nui rātou ki ngā wheako akoranga. Ka whakarato ngā kaiako i ngā taumahi e mau nei i te whānuitanga o ngā tūmomo hōhonutanga, ā, e kapo ake ana hoki i ngā ngākau nuitanga o ngā tamariki. Haereere ai ngā tamariki puta noa i te whare kōhungahunga, ā, ka whakatau rātou i ā rātou ake whiringa ako. Kua waihangatia te hōtaka hei hāpai i ngā ngākau nuitanga me ngā matea ako o ngā tamariki, ā, ka hāngai hoki ki Te Whāriki, ki Te Hekenga nui o Te Arawa Waka, ā, ki te ao Māori hoki. Kua āta whakawhanakehia te hōtaka e hāpai ana i te whakawhiti o ngā tamariki tuākana ki te kura. He ākonga mātau, he ākonga pakari hoki ngā tamariki.

Ka kite i te tū pakari, te tūmāia hoki o ngā tamariki. He mahana te taiao o te whare kōhungahunga, ā, ka poipoi i ngā tamariki. Ka hāpai ngā kaiako i ngā tamariki katoa ki te whai i ngā tikanga Māori, ngā mahinga, me ngā taumahi. Ka whakamihi ngā kaiako me te whānau i ngā whakamātau a ngā tamariki, ā, ka whakamana i ā rātou whakapuakitanga. He ngāwari ngā mahinga a ngā tamariki, he tau hoki, ā, ka hāngai ki ia tamaiti, hei whakatutuki i ō rātou reanga me ō rātou āheinga. E wātea ana ngā pēpi ki te whakahoahoa atu ki ngā tamariki puta noa i te rā, ā, kei a rātou hoki ō rātou ake wā tākaro me ō rātou ake wā whakatā. Ka akiaki te whānau me ngā kaiako i ngā tamariki ki te whai wāhi mai ki ngā mahi whakapaipai. Ka tū takitahi ngā tamariki, ka manaaki i ētahi atu, i tō rātou taiao hoki.

He nui ngā tūmanako o te whānau kia whiwhi ngā tamariki i te atawhai me te mātauranga o te kounga kairangi i a rātou e noho ana ki te whare kōhungahunga. Ko te tirohanga matua a ngā kaitiaki i tēnei wā, ko te hāpai i ngā tamariki kia pakari ai tō rātou aronga tuakiri me tō rātou mātau ki te reo Māori, ā, kia āta rite ia ki te haere ki te kura.

Ka whakatinana ngā kaiako me te whānau i te whakaute me te whakawhirinaki o tētahi ki tētahi. Ka whakapuaki te whānau i ō rātou whakaaro, ā, ka whai wāhi rātou ki te whakawhanaketanga o te whare kōhungahunga. E mōhio ana rātou, ko te āhuareka o ngā kaiako e whai pānga nui ana ki te tau pai o ngā tamariki i ia rā. Ka whai hua te whakakotahi i te whānau ki tēnei whare kōhungahunga, ā, e whai pānga nui ana te pai o tēnei hononga ngātahi ki te mauritau, te harikoa hoki o ngā tamariki.

Ka āta whakamahia te aromātai hōtaka hei whakamōhio i ngā whakapaitanga mā ngā tamariki. He mārama ngā whāinga ā te whānau me ngā kaiako mō te ako me te waiora o ngā tamariki. He auau ngā pūrongo e pā ana ki te hōtaka o ia rā. Ka aro wawe te whānau ki ngā whai wāhitanga, ngā take, me ngā āwangawanga ka pupū ake. Ka tino whai hua te aromātai o roto, ā, he painga mō ngā tamariki me ō rātou whānau.

He pakari ngā kaiako hei kaiārahi ngaio. He mārama, he hōhonu hoki tō rātou māramatanga ki te pūtake me te hua o te aromatawai, te whakamahere, me te aromātai. Ka whakamahere ngātahi ngā kaiako me te whānau. Ka whakahōhonu ake rātou i ngā mōhiotanga kē o ngā tamariki, ā, ka whakawhānui i ngā akoranga a ngā tamariki. Ka whakaemi ngā kaiako i te whānuitanga o ngā mōhiohio e pā ana ki tēnā e ākona ana e ngā tamariki. Ka whakamahi rātou i aua mōhiohio hei pūrongo i te ahu whakamua o ia tamaiti, me ngā huarahi ako ka whāia tonuhia. He pārekareka ki ngā tamariki te pānui me te whakapuaki i ā rātou paki ako ki te taha o ō rātou mātua.

Ka ārahi ngātahi te whānau. Ka whakamahi ngā kaiako, te whānau, me ngā kaumātua i ō rātou pūkenga, ō rātou mātanga hoki hei hāpai i te kounga kairangi o ngā akoranga a ngā tamariki. Ka whai wāhi te katoa ki te whakatau i ngā whakaritenga, te whakamahere, me te aroturuki. Ko te ārahi ngātahi me te whai huatanga o ngā whakaritenga whakahaere e whai pānga nui ana ki ngā painga e pupū ake ana mō ngā tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore anō ngā arohaehae kaimahi kia oti. Kāhore ngā mōhiohio arohaehae e whakamahia ana hei whakamōhio i ngā whāinga o te whakawhanaketanga ngaio, hei hāpai rānei i te whakapaitanga ake o ngā whakaritenga ngaio.

He whāiti te aromātai o roto. Ahakoa he mahere ā-tau, kāhore anō kia ōkawa te pūrongo, te aroturuki, te whakatakoto haere rānei o ngā mahi i whakatutukihia ai. Ko te pūrongo i te ahu whakamua me ngā hua ka puta i ngā kaupapa matua ā-tau, ka whakatakoto ki te whānau ngā tino mōhiohio ka hāpai i ā rātou mahi ake ki te tautoko i ngā akoranga a ngā tamariki me ō rātou ngākau nuitanga.

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 Taunakitanga

Kia arotakengia, kia whakatinanahia hoki te pūnaha arohaehae.

Kia whakapai ake i te pūrongo me te aroturuki i te mahere ā-tau.

Te Whakarāpopototanga

Ko Te Ara ki te Reo ki Kuirau tētahi whare kōhungahunga rumaki reo Māori ki Rotorua. He pai te tūnga o te whare kōhungahunga ki te whakatairanga i ngā putanga ako mā ngā tamariki. Ka ngākau nui ngā tamariki ki te noho ki te whare kōhungahunga, ā, he pakari tā rātou kōrero i te reo Māori. He nui ngā tūmanako o te whānau kia whiwhi ā rātou tamariki i te atawhai me te mātauranga o te kounga kairangi ki te whare kōhungahunga. 

Te arotake ka whai ake

Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te whare kōhungahunga rumaki reo Māori?

Ka arotake anō Te Tari Arotake Mātauranga i Te Ara ki te Reo ki Kuirau i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

24 Poutū-te-rangi, 2016

1 Evaluation of the Service

How well placed is TeAra Ki Te Reo Ki Kuirau 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

Te Ara Ki Te Reo Ki Kuirau is a total immersion Māori early childhood centre in Rotorua and is governed by a Charitable Trust. The centre provides an environment for learning te reo me ngā tikanga Māori. The programme is designed to encourage child-centre learning. Whānau believe that children learn through play. Whānau want children to develop as confident and competent individuals.

The Review Findings

Children enjoy coming to the centre each day. Children have positive relationships with their peers, teachers and whānau. The older children are supportive and affectionate towards younger children and babies and include them in their play. Children play cooperatively and display aroha, manaaki and awhi. Children are confident and display independence as they learn and play.

Most children are confident speakers of te reo Māori. They can express their ideas with each other, teachers and whānau. They are creative with language. Children confidently sing waiata, hīmene, recite karakia and mihimihi. They use language that is appropriate for informal and formal settings. There are times when children monitor each other’s use of te reo Māori and provide guidance. Te reo Māori is valued and flows naturally in the centre. Children speak te reo Māori spontaneously.

Children enjoy learning. They are well supported and engaged in learning experiences. Teachers provide activities that range in complexity and capture children’s interests. Children move freely and make choices about their own learning. The programme is designed to support children’s interests and learning needs, and reflects Te Whāriki, Te Hekenga nui o Te Arawa Waka and te ao Māori. There is a well-developed programme that supports the transition to school of older children. Children are competent, capable learners.

Children show that they are self-assured and confident. The centre environment is warm and nurturing. Teachers support all children to follow tikanga Māori practices, routines and activities. Teachers and whānau praise children’s efforts and value their contributions. Children’s routines are flexible, familiar, individualised to meet their ages and abilities. The babies are free to mingle with other children throughout the day and have their own play and rest times. Whānau and teachers encourage children to share in tidying up. Children are independent, care for others and their environment.

Whānau have high expectations that their children will receive high quality care and education while at the centre. The current focus of trustees is on supporting children to have a strong sense of their identity, competence in te reo Māori and being well prepared for school.

Teachers and whānau demonstrate mutual respect and trust. Whānau share their views and contribute to the development of the centre. They recognise that the positive demeanour of teachers plays a vital role in the settling of children each day. Whānau are successfully included in the centre and this successful partnership leads to relaxed and content children.

Programme evaluation is used well to inform improvements for children. Whānau and teachers have clear goals for children’s learning and wellbeing. There is regular reporting about the daily programme. Whānau respond to emerging opportunities, issues and concerns promptly. Internal evaluation is highly effective and benefits children and their whānau.

Teachers are capable professional leaders. They have a clear, in-depth understanding of the purpose and value of assessment, planning and evaluation. Teachers and whānau plan together. They build on children’s prior knowledge and extend children’s learning. Teachers gather a range of information about what children learn. They use this information to report on each child’s progress and their next steps in learning. Children enjoy reading and sharing their learning stories with their parents.

Leadership is shared with whānau. Teachers, whānau and kaumātua use their skills and expertise to support high quality learning for children. All contribute to decision making, planning and monitoring. Collective leadership and effective management practices contribute to positive outcomes for children.

Key Next Steps

Teacher appraisals are incomplete. Appraisal information is not used to inform professional development goals or contribute to improved professional practice.

Internal evaluation is limited. While there is an annual plan there is no formal reporting, monitoring and recording of completed tasks. Reporting on the progress and successes of annual priorities provides whānau with important information to inform their immediate actions to support children’s learning and interests.

Management Assurance on Legal Requirements

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)

  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)

  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Recommendation

Review and implement the appraisal system.

Improve reporting and monitoring of the annual plan.

Conclusion

Te Ara Ki Te Reo Ki Kuirau is a total immersion Māori early childhood centre in Rotorua. The service is well placed to promote learning outcomes for children. Children enjoy coming to the centre and they are confident speakers of te reo Māori. Whānau have high expectations that their children will receive high quality care and education while at the centre.

Next Review

When is ERO likely to review the immersion centre again?

The next ERO review of Te Ara Ki Te Reo Ki Kuirau will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

2 Information about the Early Childhood Service

Location

Rotorua

Ministry of Education profile number

30112

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children, including up to 10 aged under 2

Service roll

29

Gender composition

Girls 17

Boys 12

Ethnic composition

NZ European/Pākehā

Māori

Samoan

Cook Island

Percentage of qualified teachers

80% +

50-79%

0-49%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

February 2016

Date of this report

24 March 2016

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

June 2013

February 2011

May 2010

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.