1210 Cunningham Crescent, Mayfair, Hastings
View on mapKua whakahaere Te Tari Arotake Mātauranga, mā te mahi tahi me Te Manatōpū ā-Iwi o Ngāti Kahungunu, i te whakamātautanga o tētahi aromātai whakatōpū pānga e whakamahi ana i ngā huarahi aromātai kaupapa Māori ki te taha o tētahi kohinga o ētahi kura ara reo Pākehā, me tētahi whare kōhungahunga.
Ko te whāinga matua o tēnei aromātai tōmua, kia mahi ngātahi a Ngāti Kahungunu me Te Tari Arotake Mātauranga ki te waihanga ngātahi i tētahi huarahi aromātai tūtahi e hāngai ana ki ngā wawata o te iwi mō ā rātou tamariki me ā rātou rangatahi.
I whiriwhirihia ngā kura me te whare kōhungahunga mō te aromātai tōmua nei e Ngāti Kahungunu, nā ō rātou whai hononga kē ki te iwi. I tapaina e Te Manatōpū ā-Iwi o Ngāti Kahungunu te ingoa “Tiro Maroro” ki te aromātai tōmua. Ko tā te ika maroro, he whakawhiti i ngā ao e rua, arā, i te rangi me te wai, heoi, he kōrero whakarite te ingoa nei mō te whakawhiti atu i te aronga aromātai kaupapa Māori ki ngā kura ara reo Pākehā, me te whare kōhungahunga.
I waihanga ngātahi Te Tari Arotake Mātauranga rātou ko Ngāti Kahungunu, ko ngā kura tōmua me ngā kaiārahi mātauranga kōhungahunga i Ngā Paearu o Tiro Maroro: Learner Outcomes for Success Indicators, nā ngā kaupapa matua i whakaraupapahia ai ki Te Tōpuni Tauwhāinga, arā, ki te rautaki mātauranga a Ngāti Kahungunu. Ko aua paearu kei te tūāpapa o te aromātai a Te Tari Arotake Mātauranga.
E tū ana Te Kura Pūhou o Mayfair ki te rohe o Ngāti Kahungunu ki Heretaunga. E whakarato ana te kura pūhou i te mātauranga kore utu mā ngā tamariki, mai i te rua tau ki te ono tau te pakeke. E arotahi ana te whare kōhungahunga ki te whakarato i tētahi taiao kaupapa Māori e whakamāoriori ana, e whakamana hoki i te reo Māori, i te mātauranga Māori, i ngā tikanga Māori, me ngā āhuatanga Māori, ā, he tūāhuatanga e hāpai ana hoki i tō rātou tūnga hei ‘Enviro-Kindergarten.’ Ko tā te tikanga whakaaro a te kura pūhou e meatia ana, “Mai i te papatipu o Ngāti Kahungunu, ka āta poipoia te mana, te māia, te manaakitanga, te mātauranga anō hoki, i ā tātau tamariki.”
E ahu whakamua ana ngā kaiārahi me ngā kaiako o Te Kura Pūhou o Mayfair i te "Rangatiratanga – kia taea ai e ngā tamariki me ngā whānau te whakatinana te mana motuhake me te rangatiratanga i roto i tā rātou mātauranga.”
E whakarato ana ki ngā tamariki ngā whai wāhitanga i ia te wā ki te āta whakawhanake i tō rātou mōhiotanga me tō rātou māramatanga ki Te Tiriti o Waitangi, hei kawau mārō o te tino rangatiratanga o Ngāti Kahungunu mō meāke nei.
Kei te tuitui mārika ngā kaiako i te reo Māori me ngā tikanga ki te ao o te kura pūhou i ia rā.
Ka kitea ki ngā tamariki tō rātou tākare ki te ako mā roto mai i tētahi taiao e poipoi ana i a rātou, ā, e whakatairanga ana i te Ngāti Kahungunutanga me ō rātou ake hononga ā-whakapapa.
Ka kitea ki ngā tamariki me ō rātou whānau tō rātou tino aronga toi whenuatanga ki te taiao ako e whakakotahi ana i a rātou.
Ka whai wāhi katoa atu ngā tamariki me ō rātou whānau ki ngā whakataunga e pā ana ki ā rātou akoranga, arā, ka whakatinanahia tō rātou mana motuhake.
He ākonga ngākau titikaha ngā tamariki, ā, ka whakamanahia rātou kia tūhura, kia patapatai, kia whakamātau i ngā huarahi ako nā rātou anō i waihanga.
Kua whakatau ngātahi Te Tari Arotake Mātauranga, rātou ko Ngāti Kahungunu me te whare kōhungahunga, ko ngā kaupapa matua hei tirohanga wawe, ko te:
I mua i te aromātai, i whakatutukihia e ngā kaimahi me ngā kaiwhakahaere o Te Kura Pūhou o Mayfair, he Tauāki Kupu Tūturu a te Whare Kōhungahunga me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i aua 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 aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te ratonga mō te whakahaere i ngā āhuatanga i raro iho nei, nā te whai pānga nui o ēnei 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, ā, ka arotake i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.
E taunaki ana Te Tari Arotake Mātauranga kia mahi tonu Te Kura Pūhou o Mayfair ki te taha o Ngāti Kahungunu ki te whakatutuki i ngā whakaritenga matua i tautuhia ai ki tēnei pūrongo kia whāia, hei whakatinana i te wawata o te iwi e meatia ana, “Rangatiratanga – kia taea ai e ngā tamariki me ngā whānau te whakatinana te mana motuhake me te rangatiratanga i roto i tā rātou mātauranga.”
Rita Walker
Toka ā Nuku Whakakapi
Te Uepū-a-Motu – Māori Services
27 Whiringa ā-rangi, 2024
| Te tūwāhi | Kei Heretaunga |
| Te tau a te Tāhuhu o te Mātauranga | 5296 |
| Te tūmomo raihana | He Ratonga Mātauranga me te Atawhai |
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
| Te tokomaha mō te raihana | 40 ngā tamariki kua pakeke ake i te rua o ngā tau |
| Te tokomaha kei runga i te rārangi ingoa | 45 |
| Ngā hononga ā-iwi | Māori 35, Pākehā 4, Hāmoa 4, Iwi kē 2 |
| 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 | 1:10 E whakatutuki ana i ngā herenga tikanga mōkito |
| Te wā i te whare kōhungahunga te rōpū arotake | Paenga-whāwhā 2024 |
| Te wā o tēnei pūrongo | 27 Whiringa-ā-rangi 2024 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Pūrongo ā-Iwi Whakahou Tōmua, Here-turi-kōkā 2023; Arotake Mātauranga, Mahuru 2017; Arotake Mātauranga, Haratua 2014 |
The Education Review Office (ERO) in partnership with Ngāti Kahungunu Iwi Inc (NKII) has worked on a pilot with a cluster of English medium schools and one early childhood on a collective impact evaluation using a kaupapa Māori evaluation methodology.
The primary objective of this pilot is for Ngāti Kahungunu and ERO to work together to co-design a bespoke evaluation approach that aligns with the aspirations of the iwi for their tamariki and rangatahi.
Schools and the early childhood centre involved in the pilot were selected by Ngāti Kahungunu due to their established relationship with the iwi. The pilot was gifted the name “Tiro Maroro” by NKII and refers to the observation of the flying fish across two mediums – the air and water, symbolizing the kaupapa Māori evaluation approach in English medium schools and the early childhood centre.
ERO, Ngāti Kahungunu, and the pilot schools and ECE leaders co-designed Ngā Paearu o Tiro Maroro: Learner Outcomes for Success Indicators based on the priorities outlined in the Ngāti Kahungunu Mātauranga Strategy. These indicators are the basis for ERO's evaluation.
Mayfair Kindergarten is in Ngāti Kahungunu ki Heretaunga. The kindergarten provides free education for tamariki aged two to six years. The centre is focused on providing a kaupapa Māori environment that normalises and validates te reo Māori, mātauranga Māori, tikanga Māori and āhuatanga Māori, which compliments their status as an Enviro- Kindergarten. The kindergarten philosophy states, “from the ancestral lands of Ngāti Kahungunu, we nurture the mana, māia, manaakitanga as well as mātauranga instilled in our children”.
Mayfair Kindergarten leaders and kaiako are working towards “Rangatiratanga - for tamariki and whānau to exercise authority and agency in their education”.
Tamariki are provided regular opportunities to become grounded in their knowledge and understanding of Te Tiriti o Waitangi as future advocates of te tino rangatiratanga o Ngāti Kahungunu.
Kaiako meaningfully incorporate te reo Māori and tikanga Māori into the everyday life of the kindergarten.
Tamariki display enthusiasm about learning in a nurturing environment that promotes Ngāti Kahungunutanga as well as their own whakapapa connections.
Tamariki and their whānau demonstrate a strong sense of belonging in an inclusive learning environment.
Tamariki and their whānau fully participate in decision making for their learning exercising their mana motuhake.
Tamariki are confident learners who are empowered to explore, question and take risks in learning pathways of their design.
ERO, Ngati Kahungunu and the ECE agrees that the immediate priorities are:
Before the review, the staff and management of Mayfair Kindergarten completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO recommend that Mayfair Kindergarten continues to work with Ngati Kahungunu towards addressing the key next steps in this report to realise iwi aspiration of “Rangatiratanga - for their tamariki and their whānau, so they are empowered to exercise authority over their education”.
Rita Walker
Toka-ā-Nuku – Acting Director
Te Uepū ā-Motu – Māori Review Services
27 November 2024
| Location | Hastings | |
| Ministry of Education profile number | 5296 | |
| Licence type | Education & Care Service | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 40 children over 2 years of age | |
| Service roll | 45 | |
| Ethnic composition | Māori 35, NZ European/Pākehā 4, Samoan 4, Other 2 | |
| Percentage of qualified kaiako | 80% + | |
| Reported ratios of staff to children | 1:10 | Meets minimum requirements |
| Review team on site | April 2024 | |
| Date of this report | 27 November 2024 | |
| Most recent ERO report(s) | Iwi Pilot Update report, August 2023; Education Review, September 2017; Education Review, May 2014 | |
ERO has been in partnership with Ngati Kahungunu Iwi Inc since 2021, collaborating on a pilot project to support the iwi in realizing their Mātauranga strategy - priorities and goals. The primary objective of this pilot is for Ngati Kahungunu and ERO to work together to co-design a bespoke evaluation approach that aligns with the aspirations of the iwi for their tamariki and rangatahi. Schools and the early childhood centre involved in the pilot were selected by Ngati Kahungunu due to their established relationship with the iwi.
During the collaboration, ERO, Ngati Kahungunu, and the pilot schools and ECE leaders co-designed the Learner Outcomes for Success Indicators based on the priorities outlined in the Ngati Kahungunu Mātauranga Strategy. The focus of ERO's evaluation in the pilot schools and ECE service will be on these iwi priorities, which include:
Te Tiriti o Waitangi
Te Reo Māori
Te Mātauranga
Te Whanaungatanga
Te Rangatiratanga
Tipuria te Aroha.
The schools and early childhood centre participating in the pilot have been utilising various ERO tools to strengthen their internal evaluation capabilities. These tools include:
Co-designed Ngati Kahungunu Learner Outcomes for Success Indicators
Board Assurance Statement self-review tool for compliance
Poutama Reo – Te Reo Māori Quality Framework.
The pilot project has been given the name "Tiro Maroro," gifted by Ngati Kahungunu. The name refers to the observation of the flying fish across two mediums – the air and water, symbolizing the kaupapa Māori evaluation approach in English medium schools and the early childhood centre. Through this partnership, ERO facilitates and supports the engagement of Ngati Kahungunu in the education sector, which has further enabled the iwi to implement their education strategy in schools and an early childhood service. Tiro Maroro will continue into 2024, with an onsite review process in each of the institutions involved, including:
Hastings Girls High School
Te Aratika Academy
Irongate School
Kimi Ora School
Camberley School
Mayfair Kindergarten.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Mayfair Kindergarten is in Hastings. It opens Monday to Friday from 8:30am until 2:30pm. Kindergarten day places are available for children aged from two to six years. Of the 31 children enrolled, 20 are Māori and four Pacific. The kindergarten places relationships, holistic development, empowerment and family and community at the heart of its philosophy.
The May 2014 ERO report identified that assessment, planning and evaluation for children's learning required improvement.
There have been no significant changes in the teaching team since the previous review.
Mayfair is one of 16 kindergartens governed and managed by the Heretaunga Kindergarten Association (the association). An ongoing programme of restructuring began in 2016 and the association has experienced significant changes at all levels. A new general manager was appointed in January 2016 and a new advisor - education delivery, in November 2017.
The previous ERO review identified that the association should establish, review and monitor the implementation of guiding documents in individual kindergartens and undertake self review at association level.
This review was part of a cluster of 10 reviews in the Heretaunga Free Kindergarten Association.
The philosophy is highly evident in practice. Place-based learning successfully fosters children's understanding of the local community and their place within it. The Enviroschool kaupapa is woven throughout the programme and helps children to learn about sustainable practices.
The kindergarten is highly inclusive and culturally responsive practice is well embedded. Teachers recognise and value the diversity of culture and experiences that each child and their whānau bring to their learning. Children's connections to their cultural identities are successfully extended. Pacific families lead cultural celebrations and share language knowledge. Teachers work collaboratively with external agencies and families to support children with additional learning needs.
A bicultural curriculum is highly evident. Concepts of manaakitanga, whanaungatanga and wairuatanga contribute to children's growing awareness of the needs of others. Te ao Māori is woven naturally throughout the programme. The language, culture and identity of Māori children are cherished. With their whānau, children successfully lead tikanga Māori.
Teachers have worked collegially to address the key next step identified in the previous ERO report. Assessment, planning and evaluation for children's learning has improved. Assessment information pays attention to children's strengths, interests and dispositions. Teachers recognise that a next step is to consider how well children's language, culture and identity are consistently reflected in their learning stories and used to inform planning. ERO's evaluation confirms this direction.
Transition processes respect the cultural uniqueness of children and families and foster a sense of belonging. There is an appropriate focus on strengthening the skills and learning characteristics that will support older children as they prepare for their move to school.
Leaders and teachers are improvement-focused. There is a collaborative approach to ongoing improvement. Internal evaluation successfully contributes to improved outcomes for children. Leaders continue to strengthen this evaluation process.
The governance and leadership team of the Heretaunga Kindergarten Association are well placed to continue to manage ongoing change and to set the strategic direction to promote sustainability. They are making good progress in addressing the key next steps identified in the previous ERO review. Continuing to strengthen systems to monitor and evaluate progress in individual kindergartens remains a key next step.
Staff have the capacity to sustain high quality practices and determine their priorities for ongoing improvement to children's learning and outcomes.
The senior management team of Heretaunga Kindergarten Association should continue to strengthen processes for monitoring the implementation of guiding documentation for programme delivery and kindergarten operations. Particular attention should be given to increasing consistency in reviewing, evaluating and improving teaching practice.
Before the review, the staff and management of Mayfair Kindergarten completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
In order to improve practice the association should:
The next ERO review of Mayfair Kindergarten will be in four years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
14 May 2018
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
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Location |
Hastings |
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Ministry of Education profile number |
5296 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children aged over 2 |
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Service roll |
31 |
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Gender composition |
Boys 16, Girls 15 |
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Ethnic composition |
Māori |
20 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
February 2018 |
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Date of this report |
14 May 2018 |
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Most recent ERO report(s)
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Education Review |
May 2014 |
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Education Review |
November 2010 |
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Education Review |
December 2006 |
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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:
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.