13 Tuparoa Road, Ruatoria
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga me ngā kaiārahi, ngā whānau, ngā kaiako me ngā hapori o ngā Puna Reo 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 Te Puna Reo o Raparapaririki ki Ruatōrea, ki te Tai Rāwhiti. Ka noho tahi te puna reo me Te Kura Kaupapa Māori o Te Waiū o Ngāti Porou. He hononga ā-whakapapa tō te nuinga o ngā tamariki o te puna reo ki a Ngāti Porou.
E whakawhanake ana te ngākau titikaha o ngā tamariki ki tō rātou tuakiri, ki tō rātou tūrangawaewae hoki, mā te tangongitanga o ngā wheako ako.
E ako ana ngā tamariki ki tētahi taiao e whakatairanga ana i tō rātou tuakiri. Kua kapi katoa ngā pakitara o te puna reo ki ngā marae pā tata o Ngāti Porou, hei whakapūmau i ngā hononga ā-whakapapa o ngā tamariki. E whakatairanga ana te hōtaka akoranga i te whanaungatanga mā ngā hononga whakaute me te taiao whakamanawa, te taiao whakangahau hoki mō ngā tamariki. Ka kitea te māramatanga ki te whanaungatanga mā te whai wāhi atu a ngā tamariki ki ngā mihimihi o ia rā ki te taha o ngā hoa me ngā kaiako. Kei te papai, kei te hāpai hoki ngā taunekeneke a ngā tamariki ki ō rātou hoa me ngā pakeke. Kei te tino mōhio ngā kaiako ki ngā tamariki, ā, ka poipoi i ō rātou matea. Kei te auau ngā mahinga, ka rere pai, ā, kei te pukumahi, kei te whitawhita hoki ngā tamariki puta noa i te rā. Ka tūmāia ngā tamariki nā te mōhio ki tō rātou tuakiri me tō rātou tūrangawaewae.
E rumakina ana ngā tamariki ki te reo Māori. Ka whakarato ngā kaiako i te tangongitanga o ngā wheako ako ōkawa me ngā wheako ako ōpaki mō ngā tamariki, hei whakapakari, hei whakawhānui hoki i te mātau ki te reo Māori. Ka whakamahi rātou i ngā rautaki kia ngana ai ngā tamariki, pērā i te patapatai, te whāngai kupu, te tāruarua, me te waiata. He whai wāhitanga mō ngā tuākana ki te ārahi i ētahi wāhanga o te hōtaka akoranga, pērā i ngā karakia, ngā waiata, ngā haka, me te whakatangi rakuraku. E hāpaitia ana te kōrero a ngā tāina i te reo Māori, mā ngā waiata, ngā haka, me ngā mihimihi. E tautokona ana ngā tamariki kia kōrero ai rātou i te reo Māori.
Kua whakawhanakehia e ngā kaiako tētahi tukanga mō te whakamahere i te hōtaka akoranga. Ka whakawhanakehia ngā kaupapa hei whakatairanga i te māramatanga o ngā mokopuna ki te ao Māori me tō rātou tuakiri ā-iwi. Ko ngā mahere i tuhia ai e ārahi ana i te whakatinanatanga o ngā kaiako i ngā taumahi o ia rā. Kua whakawhanakehia e ngā kaiako ngā whāinga mō ngā tamariki tuākana, hei hāpai i tā rātou whakawhiti atu ki te kura. Ko te whakapakari i te tuakiri ā-iwi o ngā tamariki kei te pūtake o ngā mahere.
E whakapakari ana te ārahitanga i te whakawhirinakitanga o tētahi ki tētahi, i te puna reo. He aronga kāwana ngātahi ki waenga i te poari kaitiaki o te kura me te puna reo, ā, ka hāpai i te whakatōpūtanga o ngā mahi. E whakatakoto ana te mahere rautaki i te tino aronga e āta whakatau ai i ngā putanga e whai hua ana ki ngā tamariki. Nō nā noa nei te kaiwhakahaere o te puna reo i whakatūngia ai, ā, ka whakamōhio ia i te poari i ia te wā. Ko ētahi o ngā kaupapa ka kōrerohia e ia, ko te whai atu i te arotake kaupapa here, ko ngā take marau hoki e arotahi ana ki ngā tamariki, me te tangongitanga hoki o ētahi kaupapa kē atu. Kua whakawhanakehia e te kaiwhakahaere o te puna reo tētahi hōtaka whakawhanaketanga ngaio e whai pānga ana ki te whakapakaritanga o ngā kaimahi katoa i ō rātou pūkenga ngātahi. E tino tautokona ana ngā tamariki mā ngā mahi ārahi, mahi kāwana hoki e arotahi ana ki tā rātou haumaru, tō rātou waiora, me tā rātou ako.
E whakatinana ana te kaiwhakahaere o te puna i te ahurea o te whakaaro huritao. E māramahia ana te arotake whaiaro mō te whakapai tonutanga. Engari, nā te nui o ngā take whaiaro me ngā take kaimahi, kua heke te wairua ngākau whakapuke ki te puna reo. Nā taua tūāhuatanga, kua whakaahu ngā kaiako ki tō rātou taiao mahi. Kua toro atu ki ngā whakaritenga aromātai o roto, hei whakapakari, hei whakakaha hoki i te ahurea ki waenga i ngā kaiako. Ka whai hua ngā tamariki i ngā kaiako i te wā e tino pakari ana ngā whakaritenga mahi hei rōpū.
Me whakapakari ake i ētahi āhuatanga o te aromatawai me te aromātai hōtaka. Ka whakamahia ngā kōpaki hei whakaatu i te ako me te ahu whakamua a ngā mokopuna i roto i te roanga o te wā. Ka whakauru ngā kaiako i ngā whakaahua, i ngā tauira mahi a ngā mokopuna, me ngā paki ako, hei whakaraupapa haere i te āhua o te huarahi ako. Ka whakatutukihia te nuinga o taua mahi e ngā kaiako tokoiti. Kua tautuhia e ngā kaiako matua, e tika ana kia whakapakarihia ngā pūkenga aromatawai a ngā kaiako katoa, kia kawe ngātahitia ake ngā mahi. Ka whakatairangatia te ako a ngā tamariki mā te noho pūmau o ngā whakaritenga, puta noa i te rōpū whakaako.
Kua tīmatahia te whakatinana i ngā huringa taiāwhio tupu ngaio e arotahi ana ki te whakapaitanga, mō te tumuaki me ngā kaiako. Kua whakatakotohia ngā whāinga ngaio, ā, ka kōrerohia tahitia hei rōpū. E hāngai ana ngā whāinga ki ngā huarahi ngaio o ia kaiako. E akiaki ana Te Tari Arotake Mātauranga i taua aronga ki te waiora me te tupu ngaio o ngā kaimahi. Ka piki ake ngā painga ki ngā tamariki i te wā e arotahi ana ngā kaiako ki te whakapakari i ō rātou pūkenga ngaio, ā, e noho mōhio ana hoki rātou ki ngā whakaritenga papai o te wā.
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:
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.
E taunaki ana Te Tari Arotake Mātauranga me ngā kaiārahi o te puna reo, kia whakapakari tonuhia ngā whakaritenga aromātai o roto hei whakatairanga ake anō i ngā putanga e whai hua ana ki ngā tamariki.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
21 Pipiri 2024
| Te tūwāhi | Kei Ruatōrea | ||
| Te tau a te Tāhuhu o te Mātauranga | 46197 | ||
| Te tūmomo raihana | He Ratonga Mātauranga me te Atawhai | ||
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 | ||
| Te tokomaha mō te raihana | 35, kia tokorima ki raro i te rua o ngā tau | ||
| Te tokomaha kei runga i te rārangi ingoa | 34, tokorima kei raro i te rua o ngā tau | ||
| Ngā hononga ā-iwi | Māori 33, Iwi kē 1 | ||
| 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 | 1:4 | He pai kē atu i ngā herenga tikanga mōkito |
| Ki runga ake i te rua tau | 1:7 | He pai kē atu i ngā herenga tikanga mōkito | |
| Te wā i te whare kōhungahunga te rōpū arotake | Haratua 2024 | ||
| Te wā o tēnei pūrongo | 21 Pipiri 2024 | ||
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Kohi-tātea 2020; Arotake Mātauranga, Whiringa-ā-rangi 2017; Arotake Mātauranga, Hakihea 2014 | ||
The Education Review Office (ERO) in collaboration with Puna Reo leaders, whānau, kaiako and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability.
Te Puna Reo o Raparapaririki is situated in Ruatōrea, on the East Coast. The puna is on the same site as Te Kura Kaupapa Māori o Te Waiū o Ngāti Porou. Most tamariki who attend the puna have whakapapa connections to Ngāti Porou.
Tamariki are developing confidence in who they are and where they come from through a range of learning experiences.
Tamariki learn in an environment that promotes their identity. The puna walls are covered in local Ngāti Porou marae that reinforces tamariki connections to their whakapapa. The learning programme promotes whanaungatanga through respectful relationships and an encouraging and fun atmosphere for tamariki. An understanding of whanaungatanga is shown through tamariki participation in daily mihimihi to peers and kaiako. Tamariki interactions with peers and adults are positive and supportive. Kaiako know tamariki well and attend to their needs. Routines are regular, seamless and keep tamariki busy and active throughout the day. Tamariki are secure in who they are and where they come from.
Tamariki are immersed in te reo Māori. Kaiako provide tamariki with a range of formal and informal learning experiences to build and extend te reo Māori proficiency. They use strategies of engagement such as questioning, prompts and repetition and waiata. Tuākana are provided with opportunities to lead aspects of the learning programme such as karakia, waiata, haka and guitar playing. Taina are supported to speak te reo Māori through waiata haka and mihimihi. Tamariki are supported to be speakers of te reo Māori.
Kaiako have developed a process to plan the learning programme. Kaupapa are developed to enhance mokopuna understanding of te ao Māori and their tribal identity. The documented planning provides guidance for kaiako to implement the day-to-day activities. Kaiako have developed goals for the older tamariki to support their transition to kura. Strengthening tamariki tribal identity is at the centre planning.
Leadership builds relational trust at the puna reo. A shared governance approach between the kura board of trustees and puna promotes collaboration. The strategic plan provides clear direction for ensuring positive outcomes for tamariki. The newly employed centre manager provides regular updates to the board. This includes policy review to be adopted, curriculum matters that has a focus on tamariki and a range of other matters. The centre manager has developed a professional development schedule that includes all staff to build the collective capability. Tamariki are well supported through leadership and governance practices that focus on their safety, wellbeing and learning.
The centre manager is implementing a culture of reflective practice. Self-review for improvement is understood. However, significant personal and personnel issues have caused low morale within the puna. As a result, kaiako were experiencing dissatisfaction in their work environment. Internal evaluation practices have been adopted to build and strengthen the culture amongst kaiako. Tamariki benefit from kaiako who are a highly functioning team.
Aspects of assessment and programme evaluation requires strengthening. Kōpaki are used to demonstrate mokopuna learning and progress over a period of time. Kaiako include photos, samples of mokopuna mahi and paki-ako to document the learning journey. The majority of this practice is assumed by a few kaiako. Senior kaiako have identified the need to build assessment capability amongst all kaiako to share the responsibility. Tamariki learning is enhanced from consistent practice across the teaching team.
Improvement focussed professional growth cycles are in the early stages of implementation for the tumuaki and kaiako. Professional goals have been set and discussed as a collective. The goals align to individual kaiako professional journey. ERO encourages this focus on staff wellbeing and professional growth. Tamariki outcomes increase when kaiako are focused on strengthening their professional capability and are up to date with current best practice.
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 recommend continuing to strengthen internal evaluation practices to further enhance positive outcomes for tamariki.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
21 June 2024
| Location | Ruatōrea | ||
| Ministry of Education profile number | 46197 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 35 children, including up to 5 aged under 2 | ||
| Service roll | 34 children, including 5 aged under 2 | ||
| Ethnic composition | Māori 33, other 1 | ||
| 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 | May 2024 | ||
| Date of this report | 21 June 2024 | ||
| Most recent ERO report(s) | Education Review, January 2020; Education Review, November 2017; Education Review, December 2014. | ||
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Te ingoa o te ratonga mātauranga rumaki kōhungahunga |
Te Puna Reo o Raparapaririki |
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Te tau a te Tāhuhu o te Mātauranga |
46197 |
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Te tūwāhi |
Kei Ruatōrea |
E mahi ngātahi ana Te Tari Arotake Mātauranga me Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ki te kapo atu mā te kaupapa nei a Poutiria te reo Mauriora, te huarahi mātauranga o ngā ākonga i tīmata ai ki te puna reo, ā, i poipoia tonuhia ki te mātauranga o Te Aho Matua.
E tū ana Te Puna Reo o Raparapaririki ki Te Kura Kaupapa Māori o Te Waiū o Ngāti Porou, ki Ruatōrea. He tokomaha ngā tamariki nō Ngāti Porou. E whakanui ana te tikanga whakaaro o te puna reo i ngā whakapapa o ngā tamariki. Nō ngā mātāwaka katoa ngā tamariki o tēnei puna reo. Kua raihanatia mō ngā tamariki 50, ā, kia 15 o rātou ki raro i te rua o ngā tau. I te wā o tēnei arotake, e 40 ngā tamariki ki tēnei ratonga. E whakarato ana te kura i te tautoko, i ētahi atu rauemi hoki hei hāpai i te puna.
I rongo te whānau o Te Waiū i te karanga kia kimihia tētahi huarahi rerekē, hei pupuri i te reo me ngā tikanga o te kāinga, te whakapuāwai i te mātauranga me ngā pūkenga i roto i ā mātau tamariki mokopuna kia taea ai e rātau te tū hei raukura mō ō rātau whānau, hapū, iwi hoki. Mā te werawera me te ū ki te mahi kua puta ngā hua me te wawata, ā tōna wā ka whakahoki mai ngā raukura i ā rātau taonga ki te iwi.
Me whakaatu tātou i te ātaahua, te hōhonutanga, me te whakahirahiratanga o te reo Māori ki ngā whānau kāhore anō kia kite i aua tūāhuatanga.
E tautoko ana ahau i tēnei huarahi o te kura kaupapa Māori me Te Aho Matua. Kua kite ahau i ngā painga. Kua kite ahau i ngā hua. Kua kite ahau i te huarahi mō te tamaiti Māori. He huarahi tēnei e whakawhanake ana i a koe ki te hīkoi i roto i ngā ao e rua.
Kei te mahara ahau ki taua wā, i te uaua. He taretare te whare i whakaritea ai mō mātou. Inā ka ua, ka uru mai te wai ki roto i te whare. I te mākū ngā pakitara me te tuanui. Engari kāhore he aha ki a mātou. Kāhore mātou i mōhio kē. Kāhore mātou i mōhio ki tētahi atu huarahi, nō te mea, koia rā anake te huarahi.
I whai oranga ahau i Te Aho Matua.
…nā te kura, nā ngā whakaakoranga hoki o Te Aho Matua, e pēnei ana te tū o Uncle Phil i ēnei rā.
Mōku ake, e whakamātau ana ahau ki te kapi i te wehenga ki waenga i te tākuta me te tūroro, nā te ngoikore o te ao tākuta ki te aro nui ki te reo, ki te whai whakaaro ki te ahurea o te tūroro, ki te whai māramatanga tonu ki te ahurea o te tūroro, heoi, e āta whakamātau ana ahau ki te kapi i taua whārua kia pai ake ai ngā putanga hauora o te Māori, inarā, ngā putanga hauora o ngā pakeke, i te mea koia rā te reanga e tino raru ana, ā, e tatari ana i ngā rārangi tatari.
| Te Tauāki | I tāutuhia e Te Tari Arotake Mātauranga ngā wāhanga arotahinga me ngā whai pānga matua. |
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Ngā Wāhanga Arotahinga |
Ngā Whai Pānga |
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Mana Whenua |
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Mana Tangata |
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Mana Reo |
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Ngā Whakawhitinga |
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Te Whānau |
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Te Ārahitanga |
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I kitea e Te Tari Arotake Mātauranga:
Tērā ka whakatōpūngia e Te Tari Arotake Mātauranga te arotake whai muri o Te Puna Reo o Raparapaririki, ki te arotake i Te Kura Kaupapa Māori o Te Waiū, ā, koia rā te aromātai e kīia nei ko Te Manakotanga.
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Wai-hōpua |
Wai-kāuru |
Wai-kōmiro |
Wai-pūau nui |
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:
Gloria Takuira
Toka ā-nuku Whakakapi
Te Uepū ā-Motu
17 Kohitātea, 2020
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Immersion Early Childhood Service Name |
Te Puna Reo o Raparapaririki |
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Ministry of Education Profile Number |
46197 |
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Location |
Kei Ruatōrea |
The Education Review Office (ERO) and Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa (TRN) are working together to capture the journey of learners beginning with puna reo, who have experienced Te Aho Matua education, Poutiria te reo Mauriora.
Te Puna Reo o Raparapaririki is based on Te Kura Kaupapa Māori o Te Waiū o Ngāti Porou site in Ruatōrea. A high proportion of the children are of Ngāti Porou descent. The puna reo philosophy recognises the significance of children’s whakapapa. Children of different ethnicities are enrolled in the puna reo. It is licensed for a maximum of 50 children, including up to 15 children who are under two years. At the time of this review, 40 children were enrolled in the service. The kura provides additional support and resourcing to the puna.
I rongo te whānau o Te Waiū i te karanga kia kimihia tētahi huarahi rerekē, hei pupuri i te reo me ngā tikanga o te kāinga, te whakapuāwai i te mātauranga me ngā pūkenga i roto i ā mātau tamariki mokopuna kia taea ai e rātau te tū hei raukura mo ō rātau whānau, hapū, iwi hoki. Ma te werawera me te ū ki te mahi kua puta ngā hua me te wawata, ā tōna wā ka whakahoki mai ngā raukura i ā rātau taonga ki te iwi.
We need to show the beauty, the depth and the importance of te reo Māori to those whānau who have not yet seen those things.
I am supporting this path of Kura Kaupapa Māori and Te Aho Matua. I have seen the benefits. I have seen the success. I have seen the path for a Māori child. It is a path that enables you to walk in both worlds.
I remember that time, it was difficult. The building that was set aside for us was run down. When it rained, it came inside. The walls and roof were wet. But it was nothing to us.
We didn’t know anything different. We didn’t know another way, because there was no other way.
Te Aho Matua gave me a kind of sustenance.
…because of the kura and the teachings of Te Aho Matua Uncle Phil has become who he is today.
To me, I’ve been trying to bridge the gap between a physician and a patient because language, cultural sensitivity, cultural competence have been big barriers and I’ve been trying to bridge that gap so that there’s better health outcomes for Māori and in particular, pakeke because that’s where the breakdown is and that’s where the wait-list queues are.
| Statement | The Education Review Office identified areas of focus and key elements of influence. |
| Areas of Focus Lines of Inquiry |
Elements of influence These core components were identified during the review |
| Mana Whenua Whānau, hapū and iwi connections |
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| Mana Tangata Positive and supportive learning relationships |
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| Mana Reo Immersed in te reo me ngā tikanga Māori |
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| Transition Progress naturally |
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| Whānau Committed to te reo Māori education |
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| Leadership Effective |
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The Education Review Office found that:
The next ERO review of Te Puna Reo o Raparapaririki will be as part of Te Kura Kaupapa Maori O Te Waiu and their Te Manakotanga – Enrichment Evaluation.
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Wai-hōpua |
Wai-kāuru |
Wai-kōmiro |
Wai-pūaunui |
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.
Gloria Takuira
Acting Toka ā Nuku
Te Uepū-ā-Motu – Māori Review Services
17 January 2020
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Kāhore i te pai te tūnga |
Me whakawhanake ake |
He pai te tūnga |
He tino pai te tūnga |
Ka whakaatuhia e ngā tamariki tō rātou tū hei uri o Ngāti Porou, mā ā rātou akoranga me ō rātou hononga ki ētahi atu.
Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki te whānuitanga o tēnei whakataunga i whakarāpopotongia ai ki raro iho nei.
E tū ana Te Puna Reo o Raparapaririki ki Te Kura Kaupapa Māori o Te Waiū o Ngāti Porou, ki Ruatōrea. E kāwanatia ana te puna reo e te Poari Whakahaere Āwhina Tāngata o Raparapaririki. He tokomaha ngā tamariki o te puna reo nō Ngāti Porou. Ko tā te puna reo tirohanga, ko te whakanui i te whakahirahiratanga o ngā whakapapa o ngā tamariki. Ko ētahi o ngā tamariki i whakaurua ai ki te puna reo, nō ētahi atu iwi tāngata. Kua raihanatia mō ngā tamariki 50, ā, kia 15 o aua tamariki ki raro i te rua o ngā tau. I te wā o tēnei arotake, e 43 ngā tamariki i whakaurua ki tēnei ratonga.
Nō te tau 2014 te pūrongo o mua a Te Tari Arotake Mātauranga i whakatutukihia ai, ā, nō te tau 2016 te whare kōhungahunga i whakatū ai i tētahi kaiako matua hou, hei hāpai i te ārahitanga ki te puna reo.
Ko te tamaiti o Te Waiū
Kia ekeina a Tikitiki o Rangi
Kia tomohia a Rangiātea
Kia mau ki te wānanga o te ao Māori
O te ao whānui
Koinei te taumata whakahirahira
O tōna ao ake
E poipoia ana ngā tamariki ki tētahi taiao e whakamana ana i tō rātou tū hei uri o Ngāti Porou. Ka hāpai ngā kaimahi i ngā tamariki ki te whai wāhi atu ki ngā pōwhiri whakatau, ā, i konei rātou rongo ai i te hōhonutanga o te reo o Ngāti Porou, ka kite anō hoki i ngā tikanga me ngā kawa, ā, ka ako i te hītori o te rohe. Ka akiaki ngā kaimahi i ngā tamariki ki te whakapuaki i ō rātou pepeha, ā, ka hāpai anō hoki i a rātou ki te ārahi i ngā karakia. Taki ai ngā tamariki i ia rā, i te tirohanga a te puna reo, hei uri o Porourangi, ā, ka whakatairanga tēnei i tō rātou māramatanga ki tō rātou tuakiri. Ka akiaki ngā kaimahi i ngā tamariki ki te whakapuaki i a rātou anō mā ngā waiata, ngā mōteatea, me ngā pātere o Ngāti Porou. Ko tētahi aronga matua o te whakawhanaketanga reo o ngā tamariki, ko te tūhura i ngā kīwaha o tō rātou iwi. He mātau ngā kaimahi ki te kōrero i te reo Māori me te mita hoki o te rohe. Ka whakatauira rātou i ngā hanganga reo ki ngā tamariki, hei whakapakari i tō rātou reo Māori. E mōhio ana ngā tamariki ki a rātou anō, ki tō rātou tūrangawaewae hoki.
Ko ngā ngākau nuitanga me ngā reanga o ngā tamariki e whai pānga nui ana ki te whakatinanatanga o te hōtaka akoranga. Ka hāpai ngā taumahi i ngā mahi a ngā kaimahi ki te whakauru i ngā tamariki ki ngā akoranga, hei whakawhanake i tō rātou mōhiotanga ki te āhua o te tā, te ara pū, me ngā nama. Ka tuituia e ngā kaimahi ngā maunga, ngā marae, ngā awa, me te moana ki ngā taumahi e pārekareka ana ki ngā tamariki. Ka whakatōpūngia ngā tūmomo reanga tamariki ki ia rōpū ako. E āhei ana ngā tuākana ki te whakatauira ngā tūmomo huarahi ako ki ngā tēina, i a rātou e mahi ngātahi ana. Ka poipoia te waiora o ngā pēpi, mā te hāpai i tā rātou kōkiri i a rātou anō i ngā wā kai, mā te akiaki anō hoki i tā rātou whai wāhi atu ki ngā waiata ā-rōpū, ā, mā te kōrero anō hoki ki a rātou, i a rātou e tākaro ana. Ka hāpai ngā kaimahi i ngā pēpi ki te haereere ki ngā tūmomo taumahi ako. Kua whakaritea ngā mahinga, ā, nā tēnei he ngāwari ngā whakawhitinga, puta noa i te hōtaka o ia rā. Ka toro atu ngā kaimahi ki te tautoko o waho mō ngā tamariki e tino whakawerohia ana ki te ako, i ngā wā e tika ana. He harikoa te āhua o ngā tamariki ki te whakatau haere i ā rātou whiringa i roto i ngā akoranga.
E arotahi ana te kaiako matua ki te mahi ngātahi ki ngā kaimahi me te whānau, hei whakapakari i te ahurea ako. Ka tautoko ia i ngā kaimahi ki te whakamahere, te aroturuki, me te whakapuaki i ngā hōtaka akoranga e tuituia ana ki te Ngāti Poroutanga. Ka āwhina ōna hononga i tana whakapā atu ki ngā akoranga ngaio me te whakawhanaketanga ngaio e whakapakari ai i ngā whakaritenga a ngā kaimahi. Ka whakamōhiotia te whānau mō te ahu whakamua ō ā rātou tamariki, mā ngā mahi aromatawai e tika ana. E whanake haere ana te aromātai hōtaka. Ko tā te kaiako matua whāinga, he hāpai i ngā kaimahi ki te whakawhanake me te whakapakari i ngā whakaritenga, hei whakapai ake i ngā putanga ki ngā tamariki. Ahakoa e whanake ana te arohaehae, he aratohu, he tūmanako hoki mō ngā kaimahi. Ka ako ngā tamariki ki te taha o ngā kaimahi e tino whai pūkenga ana me te ārahitanga pakari.
E āta aroturukitia ana te ako a ngā tamariki. Kua hāpai te arotake whaiaro i te whakapaitanga ake o ngā whakaritenga. Kua puta ngā hua o te pakari o ngā pūnaha e āta whakarite ana i te tika o tō rātou whakapau kaha ki te whakatutuki haere i te waiora o ngā tamariki me te whakawhanaketanga mātauranga. He tino whakawhirinaki, he hononga anō hoki i waenganui i te tumuaki, te poari me te Kaiako matua. E tino tautokohia ana e te poari ngā whakahaeretanga o te puna reo. E hāngai ana hoki nga akoranga a ngā tamariki ki o rātou ake matea ako. He motuhake te pūnaha kāwana, ā, ka whai wāhi mai te poari whakahaere āwhina tāngata me te poari kaitiaki o te kura. He tino whakawhirinakitanga, he tino hononga hoki ki waenga i te tumuaki, te poari, me te kaiako matua. Ka whiwhi ngā tamariki i ngā painga nā ngā tukanga kāwana e arotahi ana ki te whakapai ake i ngā whakaritenga.
Kua whakaae ngātahi Te Tari Arotake Mātauranga me te kaiako matua, kua tae ki te wā kia tahuri te puna reo ki te:
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 Reo o Raparapaririki i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
29 Whiringa ā-rangi, 2017
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Te tūwāhi |
Ruatōrea |
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Te tau a Te Tāhuhu o te Mātauranga |
46197 |
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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 |
43 ngā tamariki |
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Te ira tangata |
Kōtiro 25 Tama 18 |
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Ngā hononga ā-iwi |
Māori Iwi Tangata kē |
41 2 |
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Ōrau o ngā kaiako e mau ana i ngā tohu mātauranga |
80% + |
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Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki |
Ki raro i te rua tau |
3:9 |
E whakatutuki ana i ngā herenga tikanga |
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Ki runga ake i te rua tau |
3:21 |
E whakatutuki ana i ngā herenga tikanga |
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Te wā i te whare kōhungahunga te rōpū arotake |
Whiringa-ā-nuku 2017 |
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Te wā o tēnei pūrongo |
29 Whiringa ā-rangi, 2017 |
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Ngā pūrongo o mua ā Te Tari Arotake Mātauranga |
Arotake Mātauranga |
Hakihea 2014 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Children demonstrate who they are as Ngāti Porou through their learning and relationships with others.
ERO's findings that support this overall judgement are summarised below.
Te Puna Reo o Raparapaririki is based on Te Kura Kaupapa Māori o Te Waiū o Ngāti Porou site in Ruatōrea. It is governed by the Raparapaririki Charitable Trust Board. A high proportion of the children are of Ngāti Porou descent. The puna reo philosophy recognises the significance of children’s whakapapa. Children of different ethnicities are enrolled in the puna reo. It is licensed for a maximum of 50 children, including up to 15 children who are under two years. At the time of this review, 43 children were enrolled in the service.
Since the last ERO report, 2014, the centre appointed a new kaiako matua in 2016 to support leadership in the puna reo.
Ko te tamaiti o Te Waiū Kia ekeina a Tikitiki o Rangi Kia tomohia a Rangiātea Kia mau ki te wānanga o te ao Māori O te ao whānui Koinei te taumata whakahirahira O tōna ao ake
Children are nurtured in an environment where being Ngati Porou is valued. Kaimahi support children to participate in pōwhiri whakatau where they hear the rich te reo of Ngāti Porou, observe tikanga, kawa and learn about the history of the area. Kaimahi encourage children to share their pepeha and support them to lead karakia. Children recite the centre philosophy as descendants of Porourangi each day to enhance their understanding of identity. Kaimahi encourage children to express themselves through waiata, mōteatea, and Ngāti Porou patere. An emphasis with children’s language development includes exploring kīwaha particular to the iwi. Kaimahi are competent speakers of te reo Māori and the Ngāt Porou dialect. They model for children the language structures to strengthen their development. Children know who they are and where they come from.
Children’s interests and ages inform the learning programme. Activities help kaimahi to engage children with learning to develop an awareness of print, recognising letters of the alphabet and numbers knowledge. Kaimahi integrate maunga, marae, awa and moana into children’s activities. Learning groups are based on mixing children of different ages. Tuakana are able to model for younger children different ways of learning as they work together. Babies are wellbeing is nurtured by supporting independence when they eat, encouraging participation in whole group singing and talking to them as they play. Kaimahi help the babies to move freely in the learning activities. Routines are in place, which help with smooth transitions in the daily programme. Kaimahi access external support for children with learning challenges as the need arises. Children appear happy to make choices in their learning.
The kaiako matua is focussed on working collaboratively with kaimahi and whānau to build a culture of learning. She supports kaimahi to plan, monitor and deliver learning programmes that integrate Ngāti Poroutanga. Her networks assists with accessing professional learning and development to strengthen kaimahi practices. Whanau are kept informed about their children’s progress through appropriate assessment practice. Programme evaluation is developing. The kaiako matua aims to support kaimahi to develop and strengthen practices to improve outcomes for children. Although appraisal is developing there are guidelines and expectations for kaimahi. Children learn alongside skilled kaimahi and leadership.
Children’s learning is closely monitored. Self-review has assisted with improving practices. Sound systems to ensure all reasonable steps are taken related to children’s wellbeing and educational development. Regular reports are used to inform children’s progress in learning. The governance system is linked to a strong relational trust and support between the principal, the board of trustees and the kaiako matua. Operations of the puna reo are well supported by the Trust. Children’s learning is responsive to their needs.
ERO and the kaiako matua agree that it would be timely for the puna reo to:
continue to strengthen programme evaluation by documenting outcomes and monitoring the impact for children
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; kaimahi 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 o Raparapaririki will be within three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
29 November 2017
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Location |
Ruatōrea |
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Ministry of Education profile number |
46197 |
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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 children aged under 2 |
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Service roll |
43 children |
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Gender composition |
Girls 25 Boys 18 |
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Ethnic composition |
Māori Other |
41 2 |
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Percentage of qualified kaimahi |
80% + |
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Reported ratios of staff to children |
Under 2 |
3:9 |
Meets minimum requirements |
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Over 2 |
3:21 |
Meets minimum requirements |
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Review team on site |
October 2017 |
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Date of this report |
29 November 2017 |
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Most recent ERO report(s) |
Education Review |
December 2014 |
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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.