46 Te Koa Road, Panmure, Auckland
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.
Ko Superstart Early Learning Centre tētahi whare kōhungahunga e puritia tūmataiti ana ki Panmure, i Tāmaki-makau-rau. I mua, he puna reo te ratonga nei, ā, ko Tamariki Ātaahua ELC te ingoa. Whai muri i te arotakenga a Te Tari Arotake Mātauranga i te Mahuru o te tau 2019, kua tīnihia ngā kaipupuri o te ratonga nei. Kua raihanatia ki te whakarato i te mātauranga me te atawhai mō te rā katoa, ki ngā tamariki 57, me te 12 o rātou ki raro i te rua o ngā tau i te wā kotahi. I te wā o te arotake nei, kua whakaurua ngā tamariki 30, mai i ngā mātāwaka whānui. Ehara ko ngā kaipupuri anake te tūāhuatanga o te ratonga i tīnihia whai muri i te arotake o mua a Te Tari Arotake Mātauranga, engari kē, kua tīni katoatia anō hoki te ārahitanga me te rōpū whakaako.
Ka whakaputaina e ngā tamariki tō rātou harikoa me tō rātou tūmāia ki tō rātou taiao ako hōhonu.
Kei te harikoa, kei te tino tautokona ngā tamariki kia eke rātou ki ō rātou tino pūmanawa. Kei te pākiki rātou, kei te pakari anō hoki rātou ki te kōkiri i tā rātou ake ako mā roto mai i te papai o te taiao ako i āta whakaritea ai. Ka kitea ngā whakaritenga kākano rua, ā, ka whai pānga matua te reo me ngā tikanga Māori ki ngā akoranga. E hāpaitia ana te whakawhanaketanga torowhānui o ngā tamariki mā te manaakitanga i ngā whakaritenga whakaako e arotahi ana ki te ako. Ka ārahi, ka hāpai hoki ngā kaiako i ngā pūkenga ā-tangata e whakawhanakehia ana e ngā tamariki, ā, ka akiaki i a rātou ki te whakawhanake i ō rātou ngākau nuitanga me te tū takitahi. Ka kitea te manahau o ngā tamariki, ā, ka āta rāhiri atu rātou ki ō rātou hoa i te tīmatanga o ia rā. Kei te mauritau, kei te tūmāia hoki ngā tamariki hei ākonga.
E whakamana ana te marau i te aronga toi whenuatanga me te tuakiri o ngā tamariki. Ka toro atu ngā mahere ki ngā mātāwaka o ngā ākonga, mā te whakanui i ngā kaupapa, i ngā toi, i ngā reo me ngā kai o ngā ahurea ki te hōtaka akoranga me te taiao. Ka kaha whakapūmau ngā kaimahi i te taumata tiketike o te ngaiotanga ki waenga i a rātou anō. Ka mahi ngātahi rātou ki te whakamahere me te aromātai. E whakatakoto ana ngā pūkete a ia tamaiti i tōna ake huarahi ako i roto i te roanga o te wā. Ka whakapuakihia hoki te ahu whakamua a ngā tamariki ki te taha o ō rātou whānau, mā ngā whakawhitinga kōrero auau e pā ana ki ngā akoranga, me te pōhi i ia rā ki te pae ā-ipurangi a te whare kōhungahunga. Ka whai wāhi mātātoa atu ngā tamariki ki tētahi marau e aro nui ana ki ngā ahurea, hei āhuatanga matua o ō rātou wheako o ia rā.
Ka whai hua te ārahitanga, ā, ka hāpai ake i te whai pānga nui o te taiao ki te ako. Ka ārahi te kaiwhakahaere o te whare kōhungahunga i te kounga o ngā whakaritenga me te rere pai o ngā whakahaeretanga o ia rā. He papai te ahurea o ngā mahi whakahaere, ā, he māramatanga ngātahi a ngā kaimahi e hāpai ai i te whakatutukitanga o ngā putanga e wawatatia ana mō ngā tamariki. Ko te aronga rautaki, te aronga matawhānui hoki ki te whakahaeretanga o ngā pūmanawa tāngata, e hāpai ana hoki i ngā whakaritenga ngaio a ngā kaiako. Kua whakatinanahia ngā hononga whakawhirinaki ki te kaha o ngā whakawhitinga whakaaro me te whakaute o ngā taunekeneke kua pou herea ki te aroha, ki te manaakitanga, me te atawhai. E poipoia ana te whakawhanaketanga torowhānui o ngā tamariki.
Ka whakarato ngā kaiārahi i te kounga o te taiao ako whakakotahi e hāngai ana ki te tirohanga me te aronga rautaki a te ratonga. Ko te whakakotahitanga me te kākano maha ngā wawata e tino whakanuia ana, puta noa i ngā pūnaha me ngā mahi whakahaere. Hui ai te poari i ia te wā, ā, ka ārahi i te kaiwhakahaere o te whare kōhungahunga me tana kawe i te taha kāwana me te taha whakahaere o te ratonga. Ka hono pū te tikanga whakaaro, te tirohanga, me te tauākī taketake ki te hōtaka akoranga. E whakatairanga ana ngā kaupapa here, ngā tukanga, me ngā whakaritenga i te hauora, te haumaru, me te waiora o ngā tamariki. Ka āta aroturukitia, ka whakatakotohia, ka manatokotia hoki te ahu whakamua o ngā mahere rautaki. Ko te pakari o te aromātai o roto, ko te tautoko ārahi ki waenga i ngā kaiwhakahaere, e hāpai ana i te kounga o ngā mahi ārahi. E poipoia ana te waiora o ngā tamariki, tā rātou ako hoki ki tētahi taiao ako i āta whakaritea ai.
Ko ngā pūtake e rua o te arotake whaiaro, arā, mō te whakapai ake me te takohanga, e tino māramahia ana, e tino whakamahia ana hoki. Ka arotake ngā kaimahi i ngā kaupapa here mā te huringa auau, hei āta whakatau i te aronga o te hauora me te haumaru, o ngā whakataunga, o ngā whakaritenga katoa hoki, ki te waiora o ngā tamariki me te atawhai i a rātou. Ka ārahi te kaiwhakahaere i tētahi huringa arotake auau hei āta whakatau i te hāngaitanga o ngā whakahaeretanga me ngā whakaritenga ki te wā, ki ngā pūtake anō hoki o te whare kōhungahunga. Ka aroturukitia, ka āta arotakengia hoki te hōtaka akoranga. Ka whakatairangatia te ako a ngā tamariki nā te takunetanga o ngā whakaritenga e aro pū ana ki te whakapai tonutanga.
Me whakapakari ake i ngā tuhinga e pā ana ki te whakaako me te ako. Me whakatakoto i tētahi pūnaha e āta whakatau ai i te tika o te reo, te whakatakoto kupu, me te wetereo o te reo Pākehā ki ngā paki ako, ngā whakaaturanga whakamahere, me ngā tuhinga o te whare kōhungahunga. Ka hāpaitia te whakawhanaketanga reo matatini o ngā tamariki i te wā e rumakina ana rātou ki te hōhonutanga o tētahi taiao matatini.
Ko te hāpai ake anō i ngā whakaritenga aromatawai tētahi whakaritenga whakawhanaketanga matua kia whai ake. Me whakawhanake ngā kaiārahi me ngā kaiako i ngā tūmanako o te whare kōhungahunga katoa, mō ngā mahi ka whāia e rātou ki te aromatawai me te tuhi haere i te whakawhanaketanga o ngā pūkenga o ngā tamariki, me tā rātou ahu whakamua anō hoki ki tā ngā putanga i Te Whāriki. Ka whakatairangatia te ahu whakamua me te ako a ngā tamariki mā ngā whakaritenga aromatawai e whai hua ana.
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 whakatau tahi ana Te Tari Arotake Mātauranga me te ārahitanga o te whare kōhungahunga, ka whakatutukihia e ngā kaiārahi me ngā kaiako ngā whakaritenga matua i tautuhia ai ki tēnei pūrongo kia whāia.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
30 Haratua 2024
| Te tūwāhi | Kei Panmure, ki Tāmaki-makau-rau | ||
| Te tau a te Tāhuhu o te Mātauranga | 46306 | ||
| Te tūmomo raihana | He Ratonga Mātauranga me te Atawhai | ||
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 | ||
| Te tokomaha mō te raihana | 57, kia 12 ki raro i te rua o ngā tau | ||
| Te tokomaha kei runga i te rārangi ingoa | 30, tokowhā kei raro i te rua o ngā tau | ||
| Ngā hononga ā-iwi | Māori 5, Hāmoa 6, Āhia 5, Tonga 4, Iwi kē 10 | ||
| Te ōrau o ngā kaimahi kua whakawhiwhia ki ngā tohu mātauranga | 80-99% | ||
| Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki | Ki raro i te rua o ngā tau | 1:3 | He pai kē atu i ngā herenga tikanga mōkito |
| Ki runga ake i te rua tau | 1:6 | He pai kē atu i ngā herenga tikanga mōkito | |
| Te wā i te whare kōhungahunga te rōpū arotake | Paenga-whāwhā 2024 | ||
| Te wā o tēnei pūrongo | 30 Haratua 2024 | ||
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Mahuru 2019; Arotake Mātauranga, Whiringa-ā-nuku 2015 | ||
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.
Superstart Early Learning Centre is a privately owned centre located in Panmure, Auckland. The service, formerly a puna reo known as Tamariki Ataahua ELC, has changed ownership since the ERO September 2019 review. The service is licensed to provide all day education and care for 57 children including 12 under two years of age at any one time. At the time of this review thirty children from a wide variety of ethnicities were enrolled. Not only has the service changed ownership since the previous ERO review, but there is also an entirely different leadership and teaching team.
Children express happiness and confidence in their rich learning environment.
Children are happy and well supported to reach their potential. They are naturally curious and capable of leading their own learning in a positive and well-prepared learning environment. Bi-cultural practices are evident and te reo and tikanga Māori are an integral part of learning. Children’s holistic development is supported through caring, learning focused teaching practices. Teachers guide and support children’s developing social competence and encourage them to develop interests and independence. Children show excitement and welcome their friends at the beginning of the day. Children are content and confident learners.
The curriculum values strengthen children’s sense of belonging and identity. Planning is inclusive of the ethnicities of learners by featuring cultural events, art, music, language and food in the learning programme and environment. Staff maintain an important level of collegial professionalism. Planning and evaluation are collaborative. Children’s individual portfolios compile the unique learning journey of each child overtime. Children’s progress is also shared with their whānau through regular learning conversations and posting daily on the centre’s online platform. Children actively participate in a culturally rich curriculum as an integral part of their daily experience.
Effective leadership contributes to an environment conducive to learning. The centre manager guides quality practice and the smooth day-to-day operation of the service well. A positive organisational culture and shared understandings among staff contributes to realising the desired outcomes for children. A strategic and comprehensive approach to human resource management supports the professional practice of teachers. Trusting relationships are characterised by open communication and respectful interactions that are underpinned by aroha, manaakitanga and kindness. Children’s holistic development is nurtured.
Leaders provide a quality and inclusive learning environment aligned to the service’s vision and strategic direction. Inclusivity and multiculturalism are highly valued aspirations that permeate systems and operations. The board meets regularly and provides guidance to the centre manager who has delegated responsibility for governing and managing the service. The philosophy, vision and mission show clear links to the learning programme. Policies, procedures, and practices promote the health, safety, and wellbeing of children. Progress with strategic planning is well monitored, recorded, and verified. Strong internal evaluation and peer manager mentorship supports the quality of leadership performance. Children’s wellbeing and learning is nurtured in a well organised learning environment.
The dual purposes of self-review for improvement and accountability are well understood and utilised. Staff review policies on a regular cycle and ensure that all health and safety, decision making, and practices focus on the wellbeing and care of children. The manager leads a regular review cycle to ensure operations and practices are current and appropriate for the purposes of the centre. The learning programme is monitored and reviewed closely. Children’s learning is enhanced because of deliberate improvement focussed practices.
Presentation of teaching and learning documentation requires strengthening. A system is required to ensure the appropriate use, spelling and grammar of the English language is reflected in learning stories, planning displays and centre documentation. Children’s literacy development is supported when they are immersed in a literacy rich environment.
Further supporting improved assessment practice is a next step development. Leaders and teachers should develop centre wide expectations about how they will assess and document children’s developing capabilities and progress aligned to the valued outcomes in Te Whāriki, New Zealand’s Early Childhood Curriculum. Children’s progress and learning is enhanced through effective assessment practices.
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 centre leadership agree, leaders and teachers will address the key next steps identified in this report.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
30 May 2024
| Location | Panmure, Auckland | ||
| Ministry of Education profile number | 46306 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 57 children, including up to 12 aged under 2 | ||
| Service roll | 30 children, including 4 aged under 2 | ||
| Ethnic composition | Māori 5, Samoan 6, Asian 5, Tongan 4, Others 10 | ||
| Percentage of qualified teachers | 80-99% | ||
| Reported ratios of staff to children | Under 2 | Ratio (1:3) | Better than minimum requirements |
| Over 2 | Ratio (1:6) | Better than minimum requirements | |
| Review team on site | April 2024 | ||
| Date of this report | 30 May 2024 | ||
| Most recent ERO report(s) | Education Review, September 2019; Education Review, October 2015 | ||
Kāhore i te pai te tūnga | Me whakawhanake ake | He pai te tūnga | He tino pai te tūnga |
Ka kitea ki ngā tamariki tō rātou aroha me tō rātou whakaute ki ō rātou hoa, ō rātou kaiako, me ngā manuhiri hoki ki tō rātou whare kōhungahunga.
Ko ngā kitenga a Te Tari Arotake Mātauranga e hāpai ana i te whānuitanga o tēnei whakataunga, kua whakarāpopotongia ki raro iho nei.
E tū ana Te Whare Mātauranga Kōhungahunga o Tamariki Ātaahua ki te hapori o Mauinaina, ki Tāmaki-makau-rau. Mai i te arotake o mua a Te Tari Arotake Mātauranga i te tau 2015, kua piki ake te rārangi ingoa ki te tatauranga o ngā tamariki 81, ā, kua raihanatia mō ngā tamariki 24 kei raro i te rua o ngā tau. E toru ngā wāhi ako i whakaritea ai kia toru anō hoki ngā rōpū reanga tamariki, hei whakatutuki i ngā matea ako o ā rātou tamariki. Nō te mutunga o te tau 2018 tētahi whare hou i whakatuwheratia ai, e tū pātata mai ana ki te toenga o te pokapū. E whakahaerehia ana te whare kōhungahunga e tētahi kaiārahi tautōhito. Ko ngā whakarerekētanga ki te āhua o ngā hononga ki te taha kāwana, i whakatōhenehene i ngā mahi kāwana.
Ko Te Whare Mātauranga Kōhungahunga o Tamariki Ātaahua tētahi umanga tūmataiti. E mea ana te tirohanga a whare kōhungahunga, “Tukua te hinengaro, te tinana, te wairua, kia rere”. He whakapuakitanga tēnei i te wawata ki te whakariterite i ngā tamariki ki te eke angitu, ā, e whakanui ana hoki i te waiora o te tamaiti katoa. Ko ngā uara pērā i te manaakitanga, te whanaungatanga, te mahitahi, te ako, me te ao hurihuri kei te pūtake o te tikanga whakaaro a te whare kōhungahunga. Ko te tirohanga ā-kawana e whakaratohia ana e te kaiwhakahaere o te whare kōhungahunga, ā, ka pūrongo ia i ngā take matua e whai pānga ana ki ētahi o ngā āhuatanga o ngā mahi whakahaere. Kua whakatakotohia ngā pūnaha e ārahi ana i te arotake whaiaro. He aronga ki te whakapai ake i ngā whakaritenga a ngā kaiako, ā, ka aro nui ki te ako ngaio me te whakawhanaketanga ngaio. Ko te whakapakari i ngā āheinga o ngā kaimahi i roto i te reo Māori me ōna tikanga tētahi aronga a te whare kōhungahunga. Ko te atawhai i ngā tamariki e pou here ana i ngā whakataunga mō te kāwana me te whakahaere i te whare kōhungahunga. Ka riro i ngā tamariki ngā hua ka puta i ngā pūnaha e āta whakahaerehia ana.
E poipoia ana te waiora me te aronga toi whenuatanga o ngā tamariki. Ko te whanaungatanga me te manaakitanga kei te pūtake o ngā hononga. Ka poipoi ngā kaimahi me ngā kaiwhakahaere i te whakaute me te tauutuutu i roto i ngā whakawhitinga whakaaro ki ngā mātua me te whānau. Ka whakanuia te whai wāhi mai o te whānau ki ngā akoranga a ā rātou tamariki. He āhuatanga tēnei e whakakoia ana, e whakatairanga ana hoki i ngā hononga ki waenga i ngā kaimahi me te whānau. Ka whakapuakihia e ngā kaiārahi te ahurea e whakamana ana, e whakanui ana, e whakapūmau ana hoki i ngā tamariki nā ō rātou tuakiri me ō rātou pūmanawa kē e kawe mai ana rātou i roto i ā rātou akoranga. Ka whakahei, ka whakaahuru, ka mārie hoki te taiao o te whare kōhungahunga. E wātea ana te kaiwhakahaere o te whare kōhungahunga ki te whakawhitiwhiti kōrero ki ngā whānau inā he āwangawanga. Ka ahu mai te whanaungatanga i ngā waiaro tūturu nei o te kotahitanga, te whakaute, me te noho ngākau nui ki te whakarongo. Ka whai wāhi māhorahora nei te whānau ki te whare kōhungahunga. Ka ū te manaakitanga me te whakawhanaketanga e whai wāhi atu ai ki ngā tino painga. Ka whai hua ngā tamariki i te wā e arotahi ana te ārahitanga ki te whakapai tonutanga o ngā whakaritenga.
Ka aro nui te marautanga ki ngā matea me ngā ngākau nuitanga o ngā tamariki. Kei te mārama ngā kaiako i ngā tamariki, mā roto mai i ō rātou whānau me te hapori whānui. Kei te mōhio rātou ki ngā whakapapa o ngā tamariki katoa, ā, ka whakanuia hoki. Ko te whakamahere ngātahi, ko ngā mahere ā-kaupapa hoki e ārahi ana i ngā taumahi o ia rā. E hāngai ana ngā mahere ki ngā ngākau nuitanga o ngā tamariki. E wātea ana ngā mōhiohio aromatawai ki ngā tamariki, kia āhei ai rātou ki te hokihoki ki ā rātou akoranga o mua, me te whakapuaki anō. Ka ngākau nui ngā tamariki ki te whakapuaki i ā rātou akoranga. E whakapakari ana ngā mōhiohio aromatawai i te tuakiri o ngā tamariki hei ākonga angitu. Ka whai wāhi ngā whakaritenga aromatawai hei huarahi anō mō ngā mātua me te whānau ki te aroturuki me te hāpai i ngā akoranga a ā rātou tamariki. Ka aromātai ngā kaiako i ā rātou ake whakaritenga whakaako me te whai pānga o ēnei ki ngā putanga a ngā tamariki. Ka whakarato rātou i ngā rauemi me ngā taiao e akiaki ana i te tūhura e whai pūtake ana, e noho pārekareka ana hoki. He haumaru te taiao ako, heoi he wero, he whakahihiri anō hoki o roto kia hiahia ai ngā tamariki ki te āta whai wāhi atu ki te whānuitanga o ngā tūmomo taumahi. Ka aro nui, he mātātoa hoki ngā tamariki hei ākonga.
He māramatanga pai tō ngā kaiako mō te āhua o te ako me te tupu o ngā tamariki. Ka toro atu te hōtaka akoranga ki ngā tikanga, ngā uara, me ngā whakapono Māori, tae atu hoki ki te reo Māori. Ka ākina te tū me te whai kawenga o ngā tuākana. He whai wāhitanga mō ngā tuākana ki te hāpai i ō rātou tēina i roto i ngā karakia, ngā hīmene, ngā waiata me ngā haka. Ka whakapuaki ngā kaiako i te reo Māori i te wā whāriki o ngā ata. Ka toro atu hoki rātou ki te whānuitanga o ngā tūmomo rautaki e pā ana ki te whakaako i te reo Māori, tae atu ki ngā waiata, ngā haka, ngā kīanga māmā, ngā tohutohu, me ngā pātai. He pai te whakahaeretanga o ngā whakawhitinga i te hōtaka akoranga, kia kore ai e whakapōrearea te waiora o ngā tamariki me tā rātou ako. He wā, he whai wāhitanga anō hoki mō ngā tamariki i a rātou e whakawhitiwhiti haere ana i te whare kōhungahunga, ki te whakahoahoa me te hono atu ki ētahi atu. E hāpaitia ana te whakawhiti pai atu ki te kura e te pakari o ngā hononga ki waenga i ngā mātua, te whānau, te whare kōhungahunga, me te kura. Ko ngā tamariki e whakawhiti atu ana ki te kura, ka whakanuia, ka whakamihia hoki mō ō rātou pūmanawa. Ka āta whakaarohia, ka āta whakamaheretia, ka āta aroturukitia hoki te ako a ngā tamariki.
Ahakoa kua āta tuhia te aronga rautaki a te whare kōhungahunga, ka whai hua anō hoki te whakawhanaketanga me te whakatinanatanga o tētahi mahere mahi e hāpai ai i te whakatutukitanga o te whare kōhungahunga i ā rātou whāinga paetawhiti. Tērā ka tāutu pea taua mahere i a wai mā ngā tū whāinga e kawe ai, i ngā mahi pea hei whai ake, ā, i te wā hoki e whakatutukihia ai aua mahi.
E taunaki ana Te Tari Arotake Mātauranga kia whakawhanakehia e te whare kōhungahunga tētahi mahere mahi e ārahi ai i te whakapeto ngoi o ngā kaimahi, ngā kaiwhakahaere, me te whānau ki te whakatutuki i ngā whāinga rautaki i tāutuhia ai mō te whare kōhungahunga.
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. I te wā o te arotake, kīhai Te Tari Arotake Mātauranga i kite i ētahi wāhanga kāhore e whakatutuki ana i ngā herenga ā-ture.
Gloria Takuira
Acting Toka ā-nuku
02 Mahuru, 2019
Te tūwāhi | Kei Mauinaina, ki Tāmaki-makau-rau | ||
Te tau a Te Tāhuhu o te Mātauranga | 46306 | ||
Te tūmomo raihana | He Ratonga Mātauranga me te Atawhai | ||
Te ture raihana | Ture Mātauranga (Kōhungahunga) 2008 | ||
Te tokomaha mō te raihana | 81 ngā tamariki, kia 24 ki raro i te rua o ngā tau | ||
Te tokomaha kei te rārangi ingoa | 68 | ||
Te ira tangata | Kōtiro 47% Tama 53% | ||
Ngā hononga ā-iwi | Māori Tonga Hāmoa Āwhekene Pēma Tauiwi | 29 8 6 6 6 13 | |
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 | He pai kē atu i ngā herenga tikanga mōkito |
Ki runga ake i te rua tau | 1:6 | 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 | 02 Mahuru, 2019 | ||
Ngā pūrongo o mua ā Te Tari Arotake Mātauranga | Arotake Tuatahi | Whiringa-a-nuku 2015 | |
| Not well placed | Requires further development | Well placed | Very well placed |
Children show aroha and respect to their friends, teachers and visitors to their centre.
ERO's findings that support this overall judgement are summarised below.
Tamariki Ātaahua Early Learning Centre is located in Panmure, Auckland. Since the previous ERO review in 2015, the licensed roll has been increased to 81 children with up to 24 under two-year olds. The centre has three age-appropriate learning spaces to meet the learning needs of their children. A new whare was opened at the end of 2018 and sits adjacent to the existing centre. The centre is managed by an experienced leader. Changes in relationships at governance level have caused some disruption to governance duties.
Tamariki Ātaahua Early Learning Centre is a privately-owned centre. The vision for the centre "Tukua te hinengaro, te tinana, te wairua, kia rere" seeks to prepare children for future success and acknowledges their holistic wellbeing. Shared values such as manaakitanga, whanaungatanga, mahitahi, ako and te ao hurihuri are the foundation for the centre philosophy. Governance oversight is provided by the centre manager who reports on key matters regarding aspects of operations. There are systems in place to guide self review. There is a focus on improvements to teacher practice with an emphasis on professional learning and development. Building staff capability in te reo Māori me ōna tikanga is a focus for the centre. Care for children underpins governance and management decisions. Children benefit from systems that are well managed.
Children's wellbeing and belonging are nurtured. Whanaungatanga and manaakitanga are at the heart of relationships. Staff and management foster respectful, reciprocal communications with parents and whānau. Input from whānau into their children's learning is valued. This affirms and enhances the relationships between staff and whānau. Leaders establish a culture in which children are valued, celebrated and affirmed for who they are and what they bring to their learning. The centre environment is welcoming, warm and friendly. The centre manager is available to discuss concerns with whānau. Relationships are based on genuine attitudes of acceptance, respect and willingness to listen. Whānau contribute willingly to the centre. There is a commitment to care and development that contributes to positive outcomes. Children have an advantage when leadership focuses on improvement of practice.
The curriculum is responsive to the needs and interests of children. Teachers understand children within the context of their whānau, families and wider community. They recognise and acknowledge the whakapapa of all children. Collaborative and project planning guides daily activities. Planning is based on children's interests. Assessment information is available to children, so they can revisit and share their learning. Children enjoy sharing their learning. Assessment information builds children's identity as successful learners. Assessment practices provide parents and whānau with another way of monitoring and contributing to their children's learning. Teachers evaluate their teaching practices and the impact of these on outcomes for children. They provide resources and environments that encourage meaningful and enjoyable exploration. The learning environment is safe, while offering challenges and interest that invite children to become fully involved in a wide variety of activities. Children are engaged and active learners.
Teachers have a good understanding of the way children learn and grow. The learning programme embraces Māori customs, values and beliefs and te reo Māori. Tuākana roles and responsibilities are encouraged. Tuākana have opportunities to support their tēina during karakia, hīmene, waiata and haka. Teachers use te reo Māori during morning mat time. They also draw on a range of strategies to teach te reo Māori including waiata, haka, simple phrases, instructions and questions. Transitions in the learning programme are well managed and ensures there is very little disruption to children's wellbeing and learning. Children moving within the centre are given time and opportunities to establish friendships and connections to others. Successful transition into school is supported by effective partnerships between parents and whānau, the centre and the school. Children moving onto school are celebrated and acknowledged for the gifts that they have. Children’s learning is well considered, planned and monitored.
Although the strategic direction of the centre is well documented, it would be useful to develop and implement an action plan that would support the centre to achieve their long-term goals for the centre. This plan could include identifying those who will be responsible for particular goals, what actions might be required, and when these actions will be done.
ERO recommend that the centre develops an action plan to guide the efforts of staff, management and whānau to achieve the strategic goals identified for the centre.
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. During the course of the review ERO did not observe any areas of non-compliance.
Gloria Takuira
Acting Toka ā-nuku
2 September 2019
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
| Location | Panmure, Auckland | |||
| Ministry of Education profile number | 46306 | |||
| Licence type | Education & Care Service | |||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |||
| Number licensed for | 81 children, including up to 24 aged under 2 | |||
| Service roll | 68 | |||
| Gender composition | Girls 47% Boys 53% | |||
| Ethnic composition | Māori Tongan Samoan Afghani Burmese Other | 29 8 6 6 6 13 | ||
| Percentage of qualified teachers | 80% | |||
| Reported ratios of staff to children | Under 2 | 1:3 | Better than minimum requirements | |
| Over 2 | 1:6 | Better than minimum requirements | ||
| Review team on site | July 2019 | |||
| Date of this report | 2 September 2019 | |||
| Most recent ERO report(s) | First review | October 2015 | ||
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural 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.
The overall judgement that ERO makes will depend on how well the service promotes 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.
| Kāhore i te pai te tūnga | Me whakawhanake ake | He pai te tūnga | He tino pai te tūnga |
He pai te tūnga o Tamariki Ātaahua Early Learning Centre ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki.
Ko ngā kitenga a Te Tari Arotake Mātauranga e hāpai ana i te whānuitanga o tēnei whakataunga, kua whakarāpopotongia ki raro iho nei.
E tū ana a Tamariki Ātaahua Early Learning Centre ki Panmure. He pakihi tūmataiti te whare kōhungahunga nei, ā, nō te tau 2014 i whakatūwheratia ai. Ko ngā kaipupuri o te ratonga nei, he kaiwhakahaere mātanga o te mātauranga kōhungahunga, ā, kua whai tohu mātauranga hoki. Kua raihanatia te whare kōhungahunga mō ngā tamariki 57, tae atu ki ngā tamariki 12 ki raro i te rua o ngā tau. Tekau mā whā ngā kaimahi, ā, kua riro i te tekau o rātou, ā rātou tiwhikete. Koia nei te arotake mātauranga tuatahi o tēnei whare kōhungahunga.
Ka whakanuia e ngā kaimahi o te whare kōhungahunga ngā tikanga me ngā kawa o Tainui. Ki tō rātou whakaaro, ko te whakarauora i te reo Māori me ngā tikanga Māori e noho matua ana, ā, kua whai wāhi aua āhuatanga ki te hōtaka akoranga. Ko ngā reo me ngā kōrero tuku iho o ngā tamariki nō iwi tangata kē atu ka kitea hoki, puta noa i te hōtaka a ngā tamariki. Ka hāngai te tikanga whakaaro, te tirohanga, me ngā whāinga ki te kounga o te mātauranga me te atawhai.
Ka rongo ngā tamariki i ngā hononga e manaaki ana, e whakaute ana hoki. I ia te wā, ka whakakoia ngā kaiako i ngā whakamātau me ngā ekenga angitu a ngā tamariki. He tino tauira ngā tuākana ki ngā tēina, inā koa, i te wā ka hui tahi rātou mō ngā tūmomo taumahi. Ka tino mihia ngā tamariki i tā rātou taenga mai ki te whare kōhungahunga i ia rā. Kua tupu ō rātou tino hononga ki ngā kaiako, ā, ka tau pai. Ka whakarongo pīkari ngā kaiako, ā, ka whakanuia hoki ō rātou whakaaro. He pai ngā hononga o ngā kaiako ki ngā whānau me ngā tamariki, ā, e ahu mai ana ēnei i te whakaute, te whakawhirinaki, me te tauutuutu. Ka pou here te whanaungatanga i ngā taunekeneke katoa.
Ka rongo ngā tamariki i te reo Māori i ia te wā, puta noa i te rā. He whai wāhitanga mō ngā tamariki ki te uru atu ki ngā karakia, ngā hīmene, me ngā mihimihi. Ko te waiata me te waiata ā-ringa ētahi tino kaupapa pārekareka ka pupū ake i te tākare, ā, ka kapo atu i te ngākau nui o ngā tamariki. He pārekareka ki ngā tamariki ngā taumahi e whakatairanga ake ana i te reo Māori.
Ka whai hua ngā tamariki nā tētahi taiao ako wāteatea e mau nei i te maha o ngā rauemi. He wāhi ako tō ia rōpū reanga, he rauemi hoki ā ia rōpū, ā, e whakatutuki ana tēnei i ō rātou tūmomo āheinga, ō rātou ngākau nuitanga hoki. He rawaka ngā taumahi hei whakawero i ngā tamariki, ā-tinana, ā-hinengaro hoki. Arowhai ai ngā kaimahi i ia te wā i te hauora me te haumaru, hei āta whakatau i te whakakorenga o ngā āhuatanga mōrearea mō ngā tamariki.
He pārekareka ki ngā tamariki tētahi hōtaka akoranga i āta whakaritea ai, ā, he ngāwari hoki ki te matapae. Ka whai wāhi atu ngā tamariki ki ngā mahinga me ngā taumahi ako e waia ana ki a rātou, ā, ka tūtū hoki i ia te wā. He tau ngā tamariki ki te taha o ngā kaiako e tautoko ana, e taunekeneke ana hoki i a rātou i ia rā. He tau, he mārie hoki ngā tamariki.
Ka whakatairanga te rōpū whakahaere i te hononga ki ngā mātua. Whakamōhiotia ai ngā mātua i ia te wā, mō ngā hui me ngā kaupapa i te whare kōhungahunga. Ka whakanuia te whai wāhi mai o ngā whānau ki te whakawhanaketanga o te marautanga me te aromatawai. Ka whakamanahia ngā reo me ngā kōrero tuku iho o ngā momo ahurea, puta noa i te whare kōhungahunga. Ka tino aro nui ngā kaimahi me ngā kaiwhakahaere ki ngā matea ā-ahurea o ngā tamariki.
He mārama te nuinga o ngā pūnaha whakahaere. He pakari te angamahi kaupapa here e ārahi ana i ngā whakahaeretanga o te whare kōhungahunga. Ka whai hua ngā tukanga e pā ana ki te whakahaeretanga o ngā kaimahi, te hauora me te haumaru, te whakahaere tari, ngā take whare, me ngā pūtea. Ka akiaki ngā kaiwhakahaere i te mahi ngātahi a ngā kaimahi me ngā mātua, me te whakatau ngātahi anō hoki i ngā whakaritenga. Ko te whakamahere mō meāke nei, ko ngā whakataunga hoki, ka āta whakatinanahia nā te pakari anō hoki o ngā whakawhitinga whakaaro e pā ana ki ngā akoranga a ngā tamariki.
Ka whai hua ngā tamariki nā tēnei taiao e whakatairanga ana i te kounga o te atawhai me te mātauranga. Ka ārahi, ka tautoko hoki te kaiwhakahaere o te whare kōhungahunga i ngā kaiako. Ka whakamahi ngā kaiako i ngā arotake i whakamaheretia ai, me ērā hoki ka pupū ake, hei whakapai ake i ngā whakaritenga. He aronga ki te whakapai haere, ki te kawenga takohanga hoki.
Kāhore i te tino mārama ētahi āhuatanga o te whakamahere hōtaka me te aromātai hōtaka. Ko te āhua nei, kāhore ngā mōhiohio aromātai o tēnei wā e whai pānga ana ki te whakatinanatanga o ngā mahere. He ngoikore te aromātai i te hōtaka i runga i tana whai pānga ki ngā akoranga a ngā tamariki.
Me arotake te whakamahere rautaki. Kua tāutu ngā kaiwhakahaere i ngā kaupapa matua o te wā roa, engari kāhore he whāinga, he tūmanako, he wātaka, he mahi rānei o te wā poto hei hāpai i a rātou ki te whakatutuki i ā rātou kaupapa matua ā-tau.
I whakaae Te Tari Arotake Mātauranga me te whakahaeretanga o te whare kōhungahunga, i ngā taunakitanga e whai ake nei, arā:
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 arotake anō Te Tari Arotake Mātauranga i a Tamariki Ātaahua Early Learning Centre i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
30 Whiringa-ā-nuku, 2015
| Not well placed | Requires further development | Well placed | Very well placed |
Tamariki Ātaahua Early Learning Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Tamariki Ātaahua Early Learning Centre is in Panmure. The centre is privately owned and was opened in 2014. The owners are qualified, experienced early childhood practitioners. The centre is licensed for 57 children including up to 12 under 2 years of age. There are fourteen staff, of which ten are fully registered. This is the first Education review of the centre.
Centre personnel acknowledge Tainui tikanga and kawa. They believe the revitalisation of te reo Māori and tikanga Māori is critical and have included these in the learning programme. The languages and stories of children who come from other ethnic groups are also evident throughout the children’s programme. The philosophy, vision and goals focus on quality education and care.
Children experience caring, respectful relationships. Teachers regularly affirm children’s efforts and successes. Tuakana are positive role models for teina particularly when they gather for shared activities. Children receive a warm welcome when they arrive at the centre each day. They have formed strong attachment to teachers and settle easily. Teachers listen to children with interest and value their ideas. Teachers have positive relationships with whānau and children that are based on respect, trust and reciprocity. Whanaungatanga underpins all interactions.
Children hear te reo Māori at regular intervals throughout the day. Children have opportunities to participate in karakia, hīmene and mihimihi. Waiata and waiata-ā-ringa are popular activities which generate enthusiasm and captivate children’s interests. Children enjoy activities which promote te reo Māori.
Children benefit from a learning environment that is spacious and well resourced. The different age groups have specific learning spaces and resources that cater for their different abilities and interests. There are sufficient activities to keep children physically and mentally challenged. Staff regular carry out health and safety checks to make sure potential risks to children are removed.
Children enjoy a learning programme that is well organised and predictable. Children participate in routines and learning activities that are familiar and occur on a regular basis. Children are comfortable with teachers who regularly support and interact with them on a daily basis. Children are settled and calm.
The management team promote partnership with parents. Whānau are kept regularly informed of centre events and activities. Whānau contribution to curriculum development and assessment is promoted. The languages and stories of the different cultures are valued throughout the centre. Staff and management are highly responsive to children’s cultural needs.
Most of the management systems are clear and transparent. There is a robust policy framework to guide centre operations. Processes for personnel management, healthy and safety, office administration, property matters and finances are efficient. Managers encourage collaboration and shared decision making among staff and parents. Future planning and decisions are informed by robust discussions about children’s learning.
Children benefit from an environment that promotes quality care and education. The centre manager provides guidance and support to teachers. The teachers use planned and spontaneous review to improve practice. There is an emphasis on improvement and accountability.
Aspects of programme planning and programme evaluation lack clarity. Currently, evaluation information does not appear to influence planning. Evaluation of the programme in relation to children’s learning is weak.
Strategic planning requires review. Managers have identified long term priorities however there are no short term goals, objectives, timelines and actions to assist them achieve their annual priorities.
ERO and Centre Management agree to the following:
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 Tamariki Ātaahua Early Learning Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
30 October 2015
| Location | Panmure, Auckland | |||
| Ministry of Education profile number | 46306 | |||
| License type | Education & Care Service | |||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |||
| Number licensed for | 57 children, including up to 12 aged under 2 | |||
| Service roll | 57 | |||
| Gender composition | Girls 28 Boys 41 | |||
| Ethnic composition | Māori NZ European/Pākehā Samoan Tongan Cook Island Burmese Others | 35 4 3 8 5 8 6 | ||
| Percentage of qualified teachers | 80% + | |||
| Reported ratios of staff to children | Under 2 | 1:3 | Better than minimum requirements | |
| Over 2 | 1:5 | Better than minimum requirements | ||
| Review team on site | September 2015 | |||
| Date of this report | 30 October 2015 | |||
| Most recent ERO report(s) | First review | |||
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural 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.
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.