Te Wananga O Aotearoa Maraetai Road, Tokoroa
View on mapKua 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.
E tū ana a Te Rau Ōriwa Puna Reo ki Tokoroa, ki ngā papa o te hōhipera. He tokomaha ngā iwi o Te Moana-nui-a-Kiwa i te hapori o Tokoroa. Kua roa nei ētahi o ngā whānau e whai hononga ana ki te puna reo me Te Wānanga o Aotearoa.
Kei te mauritau, kei te māoriori, kei te pākiki hoki ngā tamariki hei ākonga.
E whai hua ana te tautoko kāwana e whakaratohia ana e Te Wānanga o Aotearoa mō Te Rau Ōriwa Puna Reo. Kua āta whakatōngia tā rātou tirohanga me tā rātou kaupapa ki ngā whakaritenga o te puna. E whakaaweawe ana te kaupapa i te ahurea o te puna reo, ā, nā tēnā he tino pakari te whakawhirinakitanga o tētahi ki tētahi, me te whanaungatanga. Ka hāngai ngā whakaritenga a te kāwana, tā rātou whakahaere hoki i ngā pūnaha, ki ngā take kaimahi, ngā rauemi, ngā pūtea, ngā rawa, me ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. Ka arotakengia, ka aroturukitia, ka whakahoungia hoki ngā kaupapa here me ngā tukanga o te hauora me te haumaru e Te Marupainga (arā, koia te ohu e aro atu ana ki te taiao, te hauora, te haumaru, me te waiora). Ki te pā mai ētahi whakarerekētanga nā ngā herenga ā-ture pērā i te Children's Act 2014, ka whakatutukihia mā te whakangungu, mā ngā rauemi hoki e whai pānga ana, hei hāpai i te māramatanga o ngā kaimahi, me tā rātou whakatinana i aua tūāhuatanga. Kua āta whakangungutia ngā kaimahi katoa, ā, e noho mōhio ana rātou ki ngā whakaritenga kia whāia ina whakapae rātou he take tūkino whatumanawa pea, he take tūkino tinana pea. Ka whakatutukihia te arowhai haumaru o ngā kaimahi hou katoa, kātahi rātou ka aratakina. Ko te hauora me te haumaru o ngā tamariki e noho matua ana.
Ka mahi ngātahi ngā kaiārahi kia haere tonu ai ngā whakapaitanga ki ngā putanga mō ngā tamariki me ō rātou whānau. Kei te rōpū ārahi o te wānanga, ko ngā kaiwhakahaere o te puna, ko tētahi kaiārahi ā-motu, me tētahi kaiwhakahaere o te mātauranga. He tino kawau mārō ngā kaiwhakahaere o te puna mō te whakatairanga ake i te ārahitanga i roto i ō rātou rōpū. Ka whakapā mātātoa atu rātou ki ngā whai wāhitanga ako ngaio e whakapiki ake ai i ngā pūmanawa o te katoa. Ka ākina, ka tino tautokona hoki ngā kaimahi kia whai wāhi atu rātou ki te arotake whaiaro, puta noa i ngā wāhanga marau maha me ngā whakahaeretanga o te puna. Ko te arotake whaiaro e kitea ana hei tino huarahi ki te whakapakari i ō rātou pūkenga hei mātanga whakaaro huritao e arotahi ana ki te whakapai tonutanga. I ētahi wā, ko ngā hua o aua arotakenga, ko ngā taunakitanga a te kaiwhakahaere o te puna ki te kaiārahi ā-motu me te kaihautū ā-motu, hei whakatika i ētahi take ka pupū ake pea. E whai hua ana te mahi ngātahi a te kāwana me te rōpū ārahitanga ki te āta whakatau i te whiwhinga a ngā tamariki i te kounga o te mātauranga me te atawhai.
Kei te harikoa, kei te pākiki hoki ngā tamariki hei ākonga. Kei te mārie, kei te aro nui hoki ngā kaiako hei hāpai i te tūhura haere a ngā tamariki i ngā wheako hou. Ka hāngai te taiao ki ngā ahurea o ngā tamariki o te puna, ā, he tūāhuatanga tēnei e hāpai ana i tō rātou aronga toi whenuatanga. He pai te tangongitanga o ngā taumahi e poipoi ana i te whai wāhi atu a ngā tamariki ki ngā akoranga, ā, ko te māmā noa ki te whakawhitiwhiti ki ngā wāhi o roto, o waho hoki e hāpai ana i te whai wāhi atu a ngā tamariki ki te tini o ngā rauemi i te papa tākaro. Ka āta kitea te whanaungatanga me te manaakitanga ki te whakaute me te tauutuutu o ngā hononga ki waenga i ngā whānau, ngā tamariki, me ngā kaimahi. Ka ākina, ka poipoia hoki te hononga ki waenga i te tuakana me te teina. E māramahia ana ngā mahinga me ngā whakawhitinga e ngā tamariki, ā, nā tēnā ka rere pai tā rātou kōkiri haere i ngā tūmomo wāhanga o tō rātou rā ki te puna. Ko ngā karakia me ngā hīmene he whai wāhitanga mō ngā tamariki ki te rongo i te reo me ngā tikanga Māori. Kei te mauritau, kei te harikoa hoki ngā tamariki hei ākonga.
Ka whakatairanga te whakamahere, te aromatawai, me ngā tukanga aromatawai hōtaka i te waiora o ngā tamariki me tā rātou ako. Ka aro nui te marau ki ngā wawata o te whānau, ka hāngai hoki ki ō rātou ahurea, ā, ka whai pānga anō hoki ki ngā ngākau nuitanga o ngā tamariki. Ka whakahāngaitia ngā wheako ako i whakamaheretia ai ki Te Whāriki me te kaupapa matua o te wānanga. E tīmata ana ngā kaiako ki te whakamahi i ngā taputapu i waihangatia ai e te puna reo mō te aromātai i a rātou whakaritenga. Ka tuhi ngā kaiako i ngā Peka Kōrero (arā, ngā aromatawai) e kapo atu ana i te ako a ia tamaiti. Ka whakapuaki rātou i aua tuhinga mā te pae ipurangi, kia noho wātea ai hei tirohanga mā ngā whānau. E whai māramatanga ana ngā kaimahi ki te whakamahi i Ngā Hua Aro hei angamahi e aromatawai ai i te ahu whakamua a ngā tamariki. E whai wāhi nui ana ngā tamariki ki tētahi hōtaka akoranga e āta poipoi ana i ō rātou matea ako.
Kua tautuhia e ngā kaiārahi me ngā kaiako, e tika ana kia noho te whakawhanake ake o tō rātou māramatanga, o tā rātou whakamahinga hoki o Ngā Hua Aro, hei aronga matua. E whakakoia ana Te Tari Arotake Mātauranga, ko taua aronga ka āta ārahi i te whakapai tonutanga o te aromatawai i te ako a ngā mokopuna, ā, kia noho pū taua aronga ki ngā arohaehae me te huringa tupu ngaio.
Me whakapakari ake i ngā pūkenga reo Māori o ngā kaiako. Kua tae ki te wā kia hāngai te titiro ki te whakapakari ake i te reo whakawhitiwhiti kōrero me te reo tohutohu, ā, me ako hoki i ngā rautaki whakaako e tika ana ki te hāpai i te hopu reo Māori o ngā tamariki.
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:
Ki tā ngā herenga, mā ngā ratonga mātauranga kōhungahunga katoa e whakatairanga te hauora me te haumaru o ngā tamariki, ā, mā rātou anō e arotake i ia te wā, tā rātou whakatutukitanga o ngā herenga ā-ture.
I whakawhanakehia e Te Tari Arotake Mātauranga me te ārahitanga o te puna reo ngā taunakitanga e whai ake nei, arā, kia:
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
5 Pipiri 2024
| Te tūwāhi | Kei Tokoroa | ||
| Te tau a te Tāhuhu o te Mātauranga | 30125 | ||
| Te tūmomo raihana | He Ratonga Mātauranga me te Atawhai | ||
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 | ||
| Te tokomaha mō te raihana | 60, kia 17 ki raro i te rua o ngā tau | ||
| Te tokomaha kei runga i te rārangi ingoa | 39, tokowhitu kei raro i te rua o ngā tau | ||
| Ngā hononga ā-iwi | Māori 27, Pākehā 6, Iwi kē 6 | ||
| Te ōrau o ngā kaimahi kua whakawhiwhia ki ngā tohu mātauranga | 80%+ | ||
| Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki | Ki raro i te rua o ngā tau | 1:5 | E whakatutuki ana i ngā herenga tikanga mōkito |
| Ki runga ake i te rua tau | 1:10 | E whakatutuki ana i ngā herenga tikanga mōkito | |
| Te wā i te whare kōhungahunga te rōpū arotake | Hui-tanguru 2024 | ||
| Te wā o tēnei pūrongo | 5 Pipiri 2024 | ||
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Kohi-tātea 2018; Arotake Mātauranga, Whiringa-ā-nuku 2014; Arotake Mātauranga, Whiringa-ā-rangi 2012 | ||
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.
Te Rau Ōriwa Puna Reo is in Tokoroa and is based on the hospital grounds. The community of Tokoroa includes several Pacific ethnicities. Some of the whānau attending have had a long association with the puna reo and Te Wānanga o Aotearoa (the wānanga).
Tamariki are settled, content and curious learners.
Te Wānanga o Aotearoa provides effective governance support to Te Rau Ōriwa Puna Reo. Their
well-established vision and kaupapa is firmly embedded into puna practices. The kaupapa influences the organisational culture and results in a high level of relational trust and a deep sense of whanaungatanga. The operations and management of systems by governance includes personnel matters, physical resources, finances, properties and health and safety policies and procedures. Health and safety policies and procedures are reviewed, monitored, and updated by Te Marupainga (Environment, Health, Safety and Wellbeing Portfolio Team). Any changes through legislative acts such as the Children’s Act 2014 are followed through with training, and relevant resources to support kaimahi understanding and implementation. Intensive training has been received by all kaimahi who are fully aware of what is required when they suspect that there may be issues of emotional or physical abuse. All safety checks of new kaimahi are carried out and followed by induction. Health and safety of mokopuna are a priority.
Leaders work collaboratively to continually improve outcomes for tamariki and their whānau. The wānanga leadership team consists of Puna Managers, a National Lead and a Director of Education. Puna managers are strong advocates for promoting emergent leadership within their teams. They actively seek professional learning opportunities to increase collective capabilities. Kaimahi are encouraged and supported to engage in self-review across several curriculum areas and puna operations. This is viewed as a critical tool to strengthen their capabilities as reflective practitioners with a focus on continuous improvement. The results of these reviews, in some cases lead to recommendations made by the puna manager to the national leader and Director to rectify any issues that may arise. The governance and leadership team work together effectively to ensure that mokopuna receive quality education and care.
Tamariki are happy and curious learners. Calm and attentive kaiako support tamariki to explore new experiences. The environment reflects the cultures of the tamariki attending which supports their sense of belonging. A good variety of activities foster tamariki engagement in learning and the clear indoor-outdoor flow allows them to transition easily to the well-resourced playground. Whanaungatanga and Manaakitanga are evident in the respectful and reciprocal relationships between whānau, tamariki and kaimahi. Tuākana teina relationships are encouraged and nurtured. Routines and transitions are understood by tamariki, and this provides continuity as they move through different parts of their day. Karakia and himene provide opportunities for tamariki to experience te reo and tikanga Māori. Tamariki are secure and happy learners.
Planning, assessment and programme evaluation processes enhance tamariki wellbeing and learning. The curriculum is responsive to whānau aspirations, reflects their cultures and takes account of tamariki interests. Planned learning experiences align to Te Whāriki, The New Zealand Early Childhood Curriculum and the kaupapa matua of the wānanga. Kaiako are beginning to use internally designed tools for evaluating their practice. Kaiako write Peka Kōrero (assessments) that capture individual tamariki learning. They share these via an online platform, making them readily accessible to whānau. Kaimahi are building an understanding of using Ngā Hua Aro as a framework for assessing tamariki progress. Tamariki enjoys a learning programme that reflects their respond to their learning needs.
Leaders and kaiako identify that there is a need to further develop their understanding and utilisation of Ngā Hua Aro as their priority. ERO affirms this and agrees this should provide effective guidance to further improve assessment of mokopuna learning, and that this becomes a central focus in appraisal and the professional growth cycle.
Kaiako te reo Māori capabilities require strengthening. It is time to focus on building conversational and instructional language use, as well as learn appropriate teaching techniques to support tamariki acquisition of reo Māori.
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO and the puna reo leadership developed the following recommendations:
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
5 June 2024
| Location | Tokoroa | ||
| Ministry of Education profile number | 30125 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 60 children, including up to 17 aged under 2 | ||
| Service roll | 39 children, including 7 aged under 2 | ||
| Ethnic composition | Māori 27, Pākehā 6, Other 6 | ||
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Under 2 | Ratio 1:5 | Meets minimum requirements |
| Over 2 | Ratio 1:10 | Meets minimum requirements | |
| Review team on site | February 2024 | ||
| Date of this report | 5 June 2024 | ||
| Most recent ERO report(s) | Education Review, January 2018; Education Review, October 2014; Education Review, November 2012 | ||
Kāhore i te pai te tūnga | Me whakawhanake ake | He pai te tūnga | He tino pai te tūnga |
He pēhea rawa ngā tamariki e whakaatu i tō rātou tūmāia hei ākonga?
Ka kitea te tūmāia o ngā tamariki hei ākonga, mā te āhua o ā rātou mahi me ō rātou hononga hoki 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 Whakatupu o Te Rau Ōriwa ki Tokoroa. Koia nei anake te puna whakatupu kāhore e tū ana ki tētahi papa akoranga o Te Wānanga o Aotearoa. He tokomaha ngā iwi o te Moana-nui-a-Kiwa e noho ana ki te hapori o Tokoroa. Koia nei hoki te āhua o te rōpū kaimahi. E tino hāpai ana te whānau i te puna whakatupu, ā, he pai ngā hononga ki waenga i ngā kaimahi me te whānau. Kua roa nei ētahi o ngā whānau e whai wāhi ana ki te puna whakatupu.
Koia nei tētahi o ngā arotake i whakatutukihia ai ki ngā puna whakatupu e rima o Te Wānanga o Aotearoa.
E whai wāhi ana ngā tamariki ki ngā akoranga e whakatairanga ana i a rātou hei ākonga mātau. Ka akiaki ngā kaimahi i te whai whakaarotanga o ngā tamariki ki ā rātou whai kawenga ki ētahi atu. Ka āta whakapuaki māhorahora rātou i ō rātou kare ā-roto. Ka kitea te manaaki me te whakaaro nui o ngā tamariki mō ētahi atu. Ka tūhonohono ngā tamariki ki ngā kaupapa me ngā wheako. Ka whakarongo pīkari rātou ki ētahi atu, ā, he tika anō hoki tā rātou aro atu. Ka taea e ngā tamariki te whakawhitiwhiti kōrero ki ngā kaimahi me ō rātou. Ka āta whakarite ngā kaimahi kia noho wātea ai ki ngā tamariki, ko te whānuitanga o ngā tūmomo rauemi e hāpai ana i ā rātou mahi auaha me ā rātou whakapuakitanga. E āhei ana ngā tamariki ki te whakatau whakaritenga, te whiriwhiri i ā rātou ake rauemi, me te whakatakoto i ā rātou ake wero. Ka whanake haere tō rātou mōhio ki te mokowā, mā te whakamahinga o ngā rauemi hanganga me ngā taonga māoriori. He ngāwari te whakawhitiwhiti a ngā tamariki ki waenga i ngā akoranga me ngā mahinga atawhai. Kua waea rātou ki te rerenga o te hōtaka. Ka kitea te tūmāia, te harikoa anō hoki o ngā tamariki hei ākonga.
He tōtika te āhua o ngā mahi ki te whakamahere mō ngā tamariki e mau nei i ngā matea matatini. Ka arohaehae ngā kaiārahi i ngā tauira whakamahere, tauira aromatawai anō hoki mā te tirohanga e ahu mai ana i te mātauranga Māori. He maha ngā tau kua whai wāhi mai te kaiwhakahaere o tēnei wā me te kaiārahi o te rōpū ki te puna whakatupu. E arotahi ana rāua ki te whakatupu ake i ngā āheinga i roto i te rōpū ki te ārahi. Whakaaro huritao ai te kaiwhakahaere i ngā wā katoa, ki te whai wāhi mai o te mātauranga Māori ki te puna whakatupu. Ka whakamahia te aromātai o roto hei aroturuki i te ahu whakamua, ā, hei whakauru anō hoki i ngā tirohanga Māori. Ko te aroturuki me te pūrongo ētahi āhuatanga matua o te aromātai o roto. E whakarato ana ngā kaimahi i tētahi hōtaka mātauranga Māori e āta whakahihiri ana i ngā tamariki. E āta poipoia ana ngā tamariki e mau nei i ngā matea matatini.
Kei te tino mōhio ngā kaimahi ki tō rātou hapori, ka whakanui rātou i te whai wāhi mai o te whānau, ā, ka āta whakamahi i ngā wawata o tō rātou whānau ki te hāpai i ngā mahi whakamahere mā ngā tamariki. Kei ngā aromatawai te tūāpapa o ngā mahere. Ka whakataungia ngā mahere mā ngā ngākau nuitanga o ngā tamariki. He mea nui kia āta whai pānga ngā aromatawai ki tēnā e mōhiotia ana e ngā tamariki, ki tēnā anō hoki e ākona ana e rātou, ā, ki te āhua o te ahu whakamua i roto i te roanga o te wā. E tika ana kia whai wāhi mai ngā whakaaro huritao ki ngā aromātai. Kua tae ki te wā kia tuhi, kia aroturuki hoki ngā kaimahi i ngā whakarerekētanga. Ka whai hua anō hoki te tāutu i te whai pānga o ngā mahere ki te mātauranga Māori.
E tāutu ana ngā mahere rautaki i te kaupapa Māori hei whāinga matua. Ko te whakatinana i te mahere me te aroturuki anō hoki i ngā putanga, ētahi āhuatanga hei whakapakari ake. Kei te hoahoa kotahi te mahere rautaki me te mahere ā-tau. Ka pupū ake te kaumingomingo i tēnei tūāhuatanga, nā te rerekētanga o te pūtaketanga o aua mahere e rua. Kua tae ki te wā ki te arotake i te mahere rautaki me te mahere ā-tau. E hāpai ana te hōtaka kaimahi ora i te whakapakari tonu o ngā kaiako i tō rātou tūmāia me ō rātou āheinga i roto i te mātauranga Māori. Me whakapakari ake te arohaehae i ngā kaimahi, kia hāngai ai ēnei ki ngā paetae a te Matatū Aotearoa.
E hāpai ana Te Wānanga o Aotearoa i te taha kāwana o ngā puna whakatupu. E rima ngā puna, ā, kei Waikato, kei Tāmaki-makau-rau ki te tonga, kei Tūranga-nui-a-Kiwa hoki e tū ana. E arahina ana ngā puna katoa ki te tirohanga me ngā uara o Te Wānanga o Aotearoa. E mahi ana te kaiwhakahaere whakaritenga ki waenga i Te Wānanga o Aotearoa me te puna whakatupu. Ko te whakamahere rautaki whānui, te rautaki whakawhitiwhiti, me te arotake o roto e whakawhanakehia ai mā te whakawhiti whakaaro ki ngā kaiwhakahaere me ngā kaiārahi o ngā rōpū o te puna whakatupu. Kei te pūtake o ngā whāinga rautaki me te arotake o roto, ko te whakatairanga i te mātauranga kōhungahunga, te noho matua o te mātauranga Māori, me te whakapuakitanga rōnaki o te mātauranga kōhungahunga o te kounga kairangi. He pakari ngā arotake o roto o ngā pūnaha, ā, ka whai pānga hoki ēnei ki te āhua o ngā whakapaitanga. Ka aroturuki te kaiwhakahaere o te puna i te ahu whakamua o ngā wāhanga hei whakapai ake. Ka pūrongotia aua wāhanga ki ngā hui ā-motu o ngā kaiārahi. E whiwhi ana ngā tamariki i ngā hua o tētahi pūnaha kāwana, whakahaere hoki e arotahi ana ki tā rātou mātauranga me tō rātou waiora.
Kua tāutuhia e Te Tari Arotake Mātauranga ngā wāhanga e whai ake nei, hei whakapai ake, arā, kia:
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:
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 aromātai anō Te Tari Arotake Mātauranga i Te Puna Whakatupu o Te Rau Ōriwa i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
24 Kohitātea, 2018
Te tūwāhi | Kei Tokoroa | ||
Te tau a te Tāhuhu o te Mātauranga | 30125 | ||
Te tūmomo raihana | He Ratonga Mātauranga me te Atawhai | ||
Te ture raihana | Ture Mātauranga (Kōhungahunga) 2008 | ||
Te tokomaha mō te raihana | 60 ngā tamariki, kia 17 ki raro i te rua o ngā tau | ||
Te tokomaha kei te rārangi ingoa | 51 | ||
Te ira tangata | Kōtiro 32 Tama 19 | ||
Ngā hononga ā-iwi | Māori Pākehā Iwi kē | 37 5 9 | |
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 | 1:4 | He pai kē atu i ngā herenga tikanga |
Ki runga ake i te rua tau | 1:7 | He pai kē atu i ngā herenga tikanga | |
Te wā i te whare kōhungahunga te rōpū arotake | Hakihea 2017 | ||
Te wā o tēnei pūrongo | 24 Kohitātea, 2018 | ||
Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga | Whiringa-ā-nuku 2014 Whiringa-ā-rangi 2012 Haratua 2009 | |
| Not well placed | Requires further development | Well placed | Very well placed |
How well do children show they are confident learners?
Children show they are confident learners through their work and relationships with others.
ERO's findings that support this overall judgement are summarised below.
Te Puna Whakatupu o Te Rau Ōriwa is in Tokoroa and is one of five puna managed by Te Wānanga o Aotearoa. It is the only puna of the five that is not based on a Te Wānanga o Aotearoa campus. The community of Tokoroa is made up of a number of Pacific Island groups. The ethnic make-up of kaimahi is reflective of their community. The whānau are very supportive of the puna and there are good relationships between kaimahi and whānau. Some whānau have had a long association with the puna.
This review was part of a cluster of five Puna Whakatupu under the auspices of Te Wānanga o Aotearoa.
Children experience learning where they are viewed as competent learners. Kaimahi encourage children to think about their responsibilities to others. They express their emotions openly. Children display care and concern for others. Children make connections with events and experiences. They listen attentively and respond appropriately to others. Children are able to have conversations with kaimahi and their peers. Kaimahi ensure that children have access to a range of resources for children to be creative and expressive. Children are able to make decisions, choose their own resources and set their own challenges. They develop spatial awareness through the use of construction and natural resources. Children transition smoothly between learning and care routines. They are familiar with what happens in the programme. Children appear confident, happy learners.
Children with diverse needs are planned for appropriately. Leaders critique existing planning and assessment models from a mātauranga Māori perspective. The current manager and team leader have been in the puna for a number of years. They are focused on growing leadership capacity within the team. The manager reflects constantly on the place of mātauranga Māori within the puna. Internal evaluation is used to monitor progress and incorporate Māori perspectives. Monitoring and reporting are major components of internal evaluation. Kaimahi provide an engaging mātauranga Māori programme for children. Children with diverse needs are appropriately met.
Kaimahi know their community well, value their contributions and include their whānau aspirations to assist with planning for children. Assessments provide the platform for planning. Planning is determined by children’s interests. It is important to ensure that assessments reflect what children know, what learning is happening for children and what progress is occurring over time. Evaluations require some reflection. It is now time for kaimahi to document and monitor the changes. It would be beneficial to identify how planning embraces mātauranga Māori.
Strategic planning identifies kaupapa Māori as major goals. The roll out of the plan and monitoring outcomes requires strengthening. Both strategic planning and the annual plan are included in the same grid. This creates confusion as both serve different purposes. It is time to review the strategic and annual plans. The kaimahi ora process supports kaiako to continue to build their confidence and capability in mātauranga Māori. Kaimahi appraisals require strengthening to align with Education Council (EDUCANZ) criteria.
Te Wānanga o Aotearoa (TWoA) provides governance support for Ngā Puna Whakatupu. There are five puna that are spread across the Waikato, South Auckland and Gisborne. All puna are guided by the vision and ngā uara o TWoA. The operations manager works as a conduit between TWoA and the puna. The overall strategic planning, communications strategy and internal review are developed in consultation with the managers and team leaders of the puna. At the centre of the strategic goals and internal review are the promotion of early childhood education, prioritisation of mātauranga Māori and sustainable delivery of high quality early childhood education. Internal reviews of systems are robust and leads to improvement. The operations manager monitors progress of areas for improvement. These are reported at leadership hui. Children benefit from a governance and management system that focuses on their education and wellbeing.
ERO have identified the following areas for improvement:
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:
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 Whakatupu o Te Rau Ōriwa will be within three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
24 January 2018
| Location | Tokoroa | |||
| Ministry of Education profile number | 30125 | |||
| Licence type | Education & Care Service | |||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |||
| Number licensed for | 60 children, including up to 17 aged under 2 | |||
| Service roll | 51 | |||
| Gender composition | Boys 32 Girls 19 | |||
| Ethnic composition | Māori Pākehā Others | 37 5 9 | ||
| Percentage of qualified teachers | 80% + | |||
| Reported ratios of staff to children | Under 2 | 1:4 | Meets minimum requirement | |
| Over 2 | 1:7 | Better than minimum requirements | ||
| Review team on site | December 2017 | |||
| Date of this report | 24 January 2018 | |||
| Most recent ERO report(s) | Education Review Education Review Education Review | October 2014 November 2012 May 2009 | ||
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:
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.
He tauira māia ngā tamariki, ā, e akiakitia ana, e poipoitia ana ō rātou motuhaketanga, ō rātou tuakiritanga.
Ko ngā whakaaturanga a te Tari Arotake Mātauranga, hei hāpai i tēnei whakataunga, i whakatakotohia ai ki raro iho nei.
Te Aroha
Te Whakapono
Ngā Ture
Kōtahitanga
Ko tā Te Wānanga o Aotearoa (TWOA) he whakarato i ngā āhuatanga kāwanatanga me ngā whakahaere, hei tautoko i Ngā Puna Wānanga i a rātou e mahi ana i te tukanga whakatūturu kounga. Mai i ngā kawa, ki ngā tikanga, tatū atu ki ngā whakahaere e arahi ana rātou i te whakatairangatanga o ngā hua ako ki ngā tamariki katoa. Ko te rautaki whakamua me ngā mātāpono o TWoA he whakaratotanga e māro ai te tuāpapa mō ngā mātāpono me ngā whakahaere a ngā puna wānanga. He hua e puta mai ana i ngā panonitanga a TWoA e haere ana i tēnei wā, ā, kei te pā ēnei ki ngā puna wānanga. Hei āpiti atu ko te panonitanga o ngā kanohi o ngā puna hei puna wānanga.
E tū ana Te Puna Whakatupu o Te Rau Oriwa ki ngā pāpāringa o Tokoroa. E hono ana te ingoa, Te Rau Oriwa, ki te kūkupa me te rau ōriwa. Koia nei te huahutautanga o te tūmanako. E whakatinana ana ngā tamariki i te tūmanako mō te pae tawhiti o āpōpō.
Kua kaha whakamomori, kua kaha ū te whānau i te āhua o ngā mahi whakatairanga i te mana me te rongonui o te puna whakatupu. Kua whai hua nui te whānau, ngā kaimahi me ngā tamariki i te panonitanga o te rangatira. E aronui ana rātou ki te whakarenarena anō i te taukaia ki te hāpori. Heoi anō ka aro kē ki te whakapakari i te mōhiotanga me mātauranga e nui ake ai ngā hua ki ngā tamariki ki te puna.
Kāore te puna i te tū ki te whenua ōrite ki Te Wānanga o Aotearoa. Nā tēnei i tokoiti ai te tokomaha o ngā tamariki nō Te Wānanga o Aotearoa. He whakaāhutanga ngā tamariki o te puna nō te āhua o ngā iwi o te hāpori o Tokoroa.
Ko tēnei arotake tētehi o ngā kāhui puna e rima i whakatūria e Te Wānanga o Aotearoa.
E rata ana ki ngā tamariki te ako i te mea e tino whakatōmene ana rātou, ā, ka taea e rātou te kōwhiri takitahi nei i ngā mea hei ako. Ko ngā matatini o te taiao me te tini o ngā rauemi te kaiwhakahikaka i ngā tamariki ki te takaro me te ako. Ko ō rātou āhua he māia ki te ako. Ko te āhua nei e koa ana, e kuhu atu ana hoki ngā tamariki.
E tini tautokona ana ngā tamariki kōpīpī kia whai wāhi atu rātou ki ngā katoa o te hōtaka ako. He pai te mahi tahi a te whānau me ngā kaimahi ki te tuku ki ngā tamariki ngā hua katoa o tētehi ara mātauranga e hāngai ana ki ō rātou hiahia ake. E whai hua ana ngā tamariki i te māro o te noho ngātahi, ā, i kaha nei te aro ki te putanga o ngā hua. Ko te tamariki te kaiwhakapara i ā rātou ake ara mātauranga.
E rata ana ki ngā pīpī paopao tētehi hōtaka e hāngai ana ki ō rātou akoranga e hiahiatia ana. Mā rātou anō e whakatau i te āhua ki te hōtaka me ngā tikanga mahi e hāngai ana ki te oranga o te taha tinana. E whakarato ana tēnei i tētehi wāhi haumaru ka kitea ai tā rātou tauwhirotanga. Ka nui te aroha, te poipoi hoki o ngā pēpi.
Kua māheretia, ā, e haere tonu ana ngā arotake whaiaro i ngā mea matua kua whiriwhiria. E āwhinatia ana ngā whakataunga i te taumata kāwanatanga, mō ngā āhuatanga whakapakari me ngā hōtaka whakawhanake, mō ngā tino, ngā māhere, ngā kawa, me ngā whakatinanatanga. Mā te tūhonohonotanga o te arotake whaiaro e hōrapa ai ngā putanga. E hāngai pū ana ngā whakataunga a te whānau ki ngā tamariki.
E whakaūngia ana ngā pūnaha arotake tūnga e taukono nei i ngā kaimahi ki te whakatutuki i te whakakitenga me ngā whāinga a te puna. Mārakerake te kite i ngā whāinga a ngā kaimahi hei mātanga, hei hāpai ake i ngā mahi, ā, kia tino arotahi hoki ki ngā whāinga ngaiotanga. Kei te whakatōkia tētehi pūnaha hou e hāngai ana ki ngā puna a te tau 2015.
E whai wāhi atu ana te whakaūtanga pai o ngā pūnaha me ngā kawa ki te oranga o ngā whakatinanatanga. Ko te whakaaro nui ki ngā āhuatanga kāwanatanga, whakahaere, arataki hoki te kaipupuri i te māuri e nui ai ngā hua ki ngā tamariki. Kei te tino tautokona te whānau me ngā tamariki i te pai o ngā āhuatanga arataki me te whakatutukinga o nga takohanga. Ko te aro ngātahi me te ū ki te whakapakari i te mōhio kit e whakatinana i ngā mātāpono me te whakakitenga te take i nui ai ngā hua ki ngā tamariki. E tauwhiro ana te kaiārahi i te kōtahitanga i te mahi tahi ki ngā kaimahi, te whānau me ngā tamariki. E akiaki ana tēnei i te tino whakapono i tupu mai ai i te whanaungatanga.
I mua o te arotake, i whakakīia e ngā kaimahi me ngā kaiwhakahaere o Te Puna Whakatupu o Te Rau Oriwa i tētehi Tauāki Kupu Tūturu a te Pokapū me tētehi 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.
Ka hoki atu pea Te Tari Arotake Mātauranga ki Te Puna Whakatupu o Te Rau Oriwa i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)
15 Hakihea 2014
Ko te pātai matua a Te Tari Arotake mō ngā arotake koia ko tēnei ‘He pēwhea te tau o Te Puna ki te whakatairanga i ngā hua ako e tika ana mā ngā tamariki?’ Ka anga Te Tari Arotake ki ngā pou kua whakamāramatia kei raro ake nei, arā, Ngā Pou Here:
Pou Whakahaere – Te āhua o tā te puna whiriwhiri i te whakakitenga, i ngā mātāpono e nui ai ngā hua ki ngā tamariki
Pou Ārahi – Te āhua o ngā whakatinanatanga o te rangatira e nui ai ngā hua ki ngā tamariki
Mātauranga – Nō wai te mātauranga e whakamanahia ana, ā, he pēwhea te waihangatanga o te hōtaka e nui ai ngā hua ki ngā tamariki
Tikanga Whakaako – Te āhua o ngā rautaki whakaako, ako hoki e manaakitia ai ngā hau e whā me te tautoko anō i te nui o ngā hua ki ngā tamariki
I roto i ēnei āhuatanga ka whiriwhiri Te Tari Arotake Mātauranga te tika o te arotake – ko te arotake whaiaro me te whanaungatanga – ko te mahi ngātahi ki ngā mātua me te whānau.
Ka arotake Te Tari Arotake kia kitea he pēwhea te tau o te puna ki te pupuri ki ngā tikanga whakaako pai me te whakawhanake tonu hei painga mō ngā tamariki o te puna.
Ko tētehi anga a te kāwanatanga kia whai wāhi atu ngā tamariki, inā rā ngā ākonga kōpīpī, ki ngā hua o tētehi puna kounga nei. Ka whakaputa pūronga Te Tari Arotake ki te kite i te āhua o tā te puna whakatairanga i ngā hua pai mā ngā tamariki katoa, e aro nei ki ngā tamariki Māori, nō te Moana-nui-ā-kiwa, ngā mea rite kore, ā, kei te takiwā o te rua tau te pakeke.
Ki te hiahiatia he kōrero kē atu mō ngā anga me Ngā Pou Here tēnā tirohia tā Te Tari Arotake Mātauranga whakakaupapa i ngā arotake mō ngā puna.
Kei te āhua o tā te puna whakatairanga i ngā hua nui mā ngā tamariki te tikanga he pēwhea tā Te Tari Arotake whakatau i ngā kitenga me te wā e hoki atu anō ai. Ko ngā wāhanga e mea ana:
Kua oti i Te Tari Arotake ngā paearu o ngā wāhanga nei te whakawhanake. E wātea ana ēnei ki te pae tukutuku a Te Tari Arotake Mātauranga.
E hāngai ana ngā arotake a Te Tari Arotake ki te horopaki o ngā puna, ki te tū a ngā puna, hui katoa ana i raro i te anga o te arotake. Ko te whāinga kia whakaratohia he kōrero e pā ana ki te māra e hura ana i ngā tini hua ki ngā tamariki, ki te puna hoki.
How well do children demonstrate that their confidence and identity is being nurtured and promoted?
Children are confident learners whose individuality and identity is encouraged and nurtured.
ERO's findings that support this overall judgement are summarised below.
Te Aroha
Te Whakapono
Ngā Ture
Kōtahitanga
Te Wānanga o Aotearoa (TWoA) provides governance and management support to Ngā Puna Whakatupu through their quality assurance processes. These include policies, procedures and practice guidance to promote positive learning outcomes for all children. The strategic vision and ngā ūara or values of TWoA provide a solid foundation for the philosophy and practice of the puna whakatupu. TWoA is currently undergoing changes which have had a positive and direct impact on the puna whakatupu. This has included the rebranding of centres from that of early learning centres to puna whakatupu.
Te Puna Whakatupu o Te Rau Oriwa is located on the outskirts of Tokoroa. The name Te Rau Oriwa pertains to the dove and the olive leaf. This is the metaphor for hope. The children of the puna whakatupu represent hope for a better future.
Dedicated and committed whānau have worked to raise the profile and reputation of the puna whakatupu. A change in leadership has contributed to favourable improvement in centre operation for whānau, kaimahi and children. They are focused on rebuilding relationships with the community. This is a time for building capability and capacity in order to achieve positive outcomes for children. Whānau are active members of the learning that takes place for their children at the puna whakatupu.
The puna whakatupu is not located on the same site as Te Wānanga o Aotearoa. Because of this there are very few enrolments from TWoA. The children attending are a strong reflection of the multicultural nature of the Tokoroa community.
This review was part of a cluster of five early learning centres established by Te Wānanga o Aotearoa.
Children enjoy learning because they can actively explore and make individual learning choices. The varied environments and resources stimulate children to want to play and learn. They are viewed as confident learners. Children appear happy and engaged.
Children with specialist needs are supported to participate fully in the learning programme. Whānau and kaimahi work well together to ensure that children receive the full benefit of an education that responds to their particular needs. This strong connected partnership benefits children and focuses learning on positive outcomes. Children determine their individual learning journeys.
Babies enjoy a programme that is responsive to their learning needs. They determine the pace of the programme and routines are based on their immediate, physical needs. This provides a secure place where their wellbeing is a priority. Babies are loved and nurtured.
Self review is planned, regular and responds to identified priorities. It informs decision making at a governance level to professional learning and development (PLD) programmes, priorities, plans, policies and actions. Self review contributes well to whānau decision making. Sharing through self review strengthens the overall outcomes. Whānau make decisions that focus outcomes on children.
Effective implementation of the performance review system supports staff to achieve the centres vision and goals. Appraisal is providing clear feedback and specific guidance to enhance practise and focus on professional goals. A refined system more aligned to the early learning centres is being implemented in 2015.
Effective systems practice and policies contribute to sustainable practice. A well considered approach to governance, management and leadership ensures that the puna is well positioned to benefit children. Leadership roles and responsibilities effectively support whānau and children. Shared direction and commitment to building a working knowledge of the centre philosophy and vision is resulting in positive change for tamariki. The centre manager fosters kōtahitanga by collaborating closely with kaimahi, whānau and children. This encourages a high level of trust based on whanaungatanga.
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 Whakatupu o Te Rau Oriwa will be three years
Lynda Pura-Watson
National Manager Review Services Māori (Te Uepū-ā-Motu)
15 December 2014
| Location | Tokoroa | ||
| Ministry of Education profile number | 30125 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 60 children, including up to 17 aged under 2 years old | ||
| Service roll | 53 children including 8 under 2 years old | ||
| Gender composition | Girls 25 Boys 28 | ||
| Ethnic composition | Māori Samoan Fijian Vanuatua Cook Island | 42 5 1 1 4 | |
| Percentage of qualified teachers | 80% | ||
| Reported ratios of staff to children | Under 2 | 1: 4 | Better than minimum requirements |
| Over 2 | 1: 7 | Better than minimum requirements | |
| Review team on site | 14 October 2014 | ||
| Date of this report | 15 December 2014 | ||
| Most recent ERO report(s) | Education Review Education Review Supplementary Review | November 2012 May 2009 April 2004 |
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:
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.