Te Whare Kohungahunga o Y Tamariki

1 He Kupu Arataki

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

2 Te Horopaki

Ko Tītīrangi te maunga
Ko Kōpuawhakapata te awa
Ko Te Ikaroa a Rauru, ko Horouta ngā waka
Ko Puhikāiti te whenua

E tū ana Te Whare Kōhungahunga o Y Tamariki ki Kāiti, ki Tūranga-nui-a-Kiwa, ā, kua raihanatia ki te whakarato i te mātauranga reo rua me te atawhai ki ngā tamariki 120, me te 25 o rātou ki raro i te rua o ngā tau te pakeke. E whakahaerehia ana te whare kōhungahunga i raro i te maru o te YMCA i Tūranga-nui-a-Kiwa, ā, ka whakawhiti kōrero te kaiwhakahaere o te whare kōhungahunga ki waenga i ngā mema o te poari me te whare kōhungahunga. E whakarato ana te whare kōhungahunga i tētahi marautanga e whakatairanga ana i te ao Māori me te ao Pākehā, ā, kua pou herea ki ngā uara o te whanaungatanga, te manaakitanga, te whakamana, me te kotahitanga.

I te Hui-tanguru o te tau 2022 i tū ai te arotakenga a Te Tari Arotake Mātauranga i ngā whakaritenga kāwana, whakaritenga ārahi hoki o te whare kōhungahunga, ā, i kitea te noho mātua o te waiora o ngā tamariki, o tā rātou ako hoki ki te whakahaeretanga me te whakaritenga o te ratonga. I whakaae ngā kaiārahi me Te Tari Arotake Mātauranga, kua tae ki te wā kia rapu te whānau i ngā huarahi ka whakatairanga ake, ka whakawhanake ake hoki i ō rātou mōhiotanga ki ngā pou e whā, arā, ki te whakawhanaungatanga, te manaakitanga, te whakamana, me te kotahitanga, hei whakatairanga ake tonu i te ako a ngā mokopuna.  

3 Te Aronga o te Aromātai

He pēhea rawa te whakapuakitanga mai o ngā tamariki i tō rātou harikoa me tō rātou mauritau hei ākonga?

E tino whakaongaongatia ana ngā tamariki, ā, ka āta kitea tō rātou harikoakoa ki te ako.  

4 Toi Tū Te Tamaiti

Ko te ako a ngā tamariki me tō rātou whakawhanaketanga ki ngā horopaki ā-tākaro, e tino tautokona ana, e tino arahina ana hoki e ngā kaimahi. E toru ngā wāhi ako o te whare kōhungahunga kua whakahāngaitia ki ngā tūmomo rōpū reanga. Ka tino whai ia wāhi ako i ngā rauemi maha e tika ana mō ngā taumahi o ngā reanga. Ko Kōruru te wāhi ako o ngā pēpi. E wātea ana ngā taputapu ki ngā pēpi e ako ana ki te hīkoi. Ka arotahi ngā taumahi ki ngā wheako ā-tairongo. Ka aro nui ngā kaimahi ki ngā matea o ngā pēpi, ā, e whai pūtake ana, e tautoko ana hoki ngā hononga. He pai te aro atu a ngā pēpi ki ngā nekehanga me te manawataki, i a rātou e whakarongo ana ki ngā waiata.

Ko Hinengaro te wāhi ako o te rōpū o waenganui, arā, o ngā tēina. Ka whakatairangatia te tākaro pohewa, ā, ka taea e ngā tēina ā rātou taumahi te whiriwhiri, mā te tautoko hoki o ngā kaimahi. Ka whai pūtake ngā whakawhitinga kōrero a ngā kaimahi ki ngā tēina, hei whakaongaonga i ō rātou whakaaro me tā rātou ako. Ka whai wā, ka whai wāhi hoki ngā tēina ki te tūhura haere, ā, ka ākina tā rātou whakatau whiringa. Ka ngākau nui rātou ki te kanikani, te waiata, me te mahi auaha. Ka whakamahi ngā kaimahi i ngā waiata hei akiaki i te whakawhanaketanga reo o ngā tēina, me tā rātou whai wāhi atu ki ngā kaupapa.

Ko Manaakitanga te wāhi ako o ngā tamariki tuākana. He mātātoa te kōkiri a ngā kaimahi i te ako a ngā tuākana, mā ngā pātai, ngā whakawhitinga kōrero, me te whāngai kupu. E ākina ana te ārahi a ngā tuākana i ā rātou akoranga, ā, mā rātou anō ā rātou ake taumahi e whiriwhiri, nā runga i ō rātou ngākau nuitanga. Ka whakaongaonga ngā kaimahi i ngā akoranga a ngā tuākana mā te mahi auaha, me te whakamahinga hoki o ngā taonga māoriori. He ngākau titikaha ngā tuākana hei ākonga, ā, ka tū takitahi hoki.

Tū ai ngā karakia i ia rā, ki tētahi wāhi pokapū mō ngā tamariki katoa. He wā tēnei mō ngā kaimahi ki te whakamārama i ō rātou tūmanako mō te rā. Ka whai wāhi nui ngā tamariki, ā, ka whakamihia. He mārama ngā whakawhitinga ki ia whare, ā, e tino mōhiotia ana e ngā tamariki. He pai tā rātou ako takitahi me tā rātou ako ā-rōpū. Ko ngā taunekeneke papai ki waenga i ngā tamariki, ki waenga hoki i te tuakana me te teina, ka whakanuia e ngā kaimahi. E ākina ana te whai whakaaro nui, te whakaute hoki o ngā tamariki ki ētahi atu. Ka whai wāhi atu rātou ki ngā taumahi i whakamaheretia ai, ā, ka whai whakaaro nui hoki ki ō rātou hoa. He harikoa te āhua o te whai wāhi atu a ngā tamariki ki ngā akoranga.  

Ngā Whakaritenga Matua ka whai ake 

E whakawhanake ana ngā kaimahi i tētahi marautanga ā-wāhi e whakamanatia ana, e whakahāngaitia ana ngā hītori o Kāiti, me te rohe whānui o Tūranga-nui-a-Kiwa. Kua whakapā atu rātou ki ngā ako ngaio me ngā rauemi e whai pānga ana, mā Te Rūnanga o Tūranga-nui-a-Kiwa, me ētahi atu whakaratonga o te hapori. Kei te tīmatanga tonu o te whakawhanaketanga me te whakatinanatanga. Ka akiaki Te Tari Arotake Mātauranga i te kōkiritanga nei e whakahono ai i ngā tamariki ki ngā hītori o tō rātou rohe.  

5 Te Whakatau a te Whakahaere ki ngā Wāhanga Tautukunga

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

• te haumaru ā-whatumanawa, tae atu ki te ārahi mauritau me te ārai tamariki

• te haumaru ā-tinana, tae atu ki te mātakitaki tamariki, ngā whakaritenga whakamoe, ngā aituā, te whāngai rongoā; ngā ritenga akuaku; me ngā kaupapa here, ngā tukanga hoki mō ngā haerenga whakawaho

• te tū tika o ngā kaimahi, tae atu ki te tika o ngā tohu mātauranga, ngā mahi arowhai a ngā pirihimana, me te tatauranga ki waenga i te kaiako me te tamaiti 

• ngā whakaritenga ohotata me ngā tikanga ohotata e pā ana ki te rū whenua, te ahi, te waipuke, te tai āniwhaniwha, me te mate urutā.

Ki tā ngā herenga, mā ngā ratonga mātauranga kōhungahunga katoa e whakatairanga te hauora me te haumaru o ngā tamariki, ā, mā rātou anō e arotake i ia te wā, tā rātou whakatutukitanga o ngā herenga ā-ture.

6 Te Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me ngā kaiārahi o te whare kōhungahunga, te taunakitanga e whai ake nei, arā, kia:

• aroturuki tonu, kia pūrongo tonu hoki ngā kaimahi i te whakawhanaketanga, te whakatinanatanga, me te whai huatanga o te marautanga ā-wāhi.  

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

02 Pipiri, 2022

7 Ngā kōrero e pā ana ki te Puna Reo

Te tūwāhi		Kei Kāiti, ki Tūranga-nui-a-Kiwa
Te tau a te Tāhuhu o te Mātauranga		55494
Te tūmomo raihana		He Ratonga Mātauranga me te Atawhai
Te raihana		Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008
Te tokomaha mō te raihana		120, kia 25 ki raro i te rua o ngā tau
Te tokomaha kei runga i te rārangi ingoa		83, 17 ngā tamariki kei raro i te rua o ngā tau
Ngā hononga ā-iwi		Māori 72, Pākehā 5, Iwi kē 6
Te ōrau o ngā kaimahi kua whakawhiwhia ki ngā tohu mātauranga		80%+
Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki	Ki raro i te rua o ngā tau	1:5	E whakatutuki ana i ngā herenga tikanga mōkito
	Ki runga ake i te rua tau	1:10	E whakatutuki ana i ngā herenga tikanga mōkito
Te wā i te whare kōhungahunga te rōpū arotake		Poutū-te-rangi 2022
Te wā o tēnei pūrongo		30 Haratua 2022
Ngā pūrongo o mua a Te Tari Arotake Mātauranga		Arotake Mātauranga – Mana Whakahaere, Hui-tanguru 2022; Arotake Mātauranga, Kohi-tātea 2017; Arotake Mātauranga, Mahuru 2013

1 Introduction

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

2 Context

Ko Tītīrangi te maunga
Ko Kōpuawhakapata te awa
Ko Te Ikaroa a Rauru, ko Horouta ngā waka
Ko Puhikāiti te whenua

Te Whare Kōhungahunga o Y Tamariki is in Kaiti, Gisborne and is licensed to provide bilingual education and care for up to 120 tamariki, including 25 aged less than two years of age. The whare kōhungahunga operates under the auspices of the YMCA Gisborne and the centre manager acts as a conduit between the board members and the whare kōhungahunga. The whare kōhungahunga offers a curriculum that promotes te ao Māori and te ao Pākehā and is underpinned by the values of whanaungatanga,  manaakitanga, whakamana and kotahitanga.

ERO’s February 2022 review of governance and leadership practices of the kōhungahunga found tamariki wellbeing and learning was a priority in the operation and management of the service. Leaders and ERO agreed it was timely for the whānau to seek ways to enhance and further develop their knowledge of the four pou, whakawhanautangatanga manaakitanga whakamana and kotahitanga, to further enhance mokopuna learning.

3 Evaluation Focus

How well do tamariki show that they are happy and settled learners?

Tamariki are highly stimulated and display a joy for learning.

4 Toi Tū Te Tamaiti

Tamariki learning and development in play-based contexts is well-supported and guided by kaimahi. The centre is comprised of three purpose-built learning spaces for different age groups. Each learning space is well-resourced with age-appropriate activities. The youngest age-group (pēpi) are located in Kōruru. Equipment is accessible for pēpi learning to walk. Activities are focused on providing sensory experiences. Kaimahi respond well to pēpi needs and relationships are meaningful and supportive. Pēpi respond well to movement and rhythm as they listen to waiata.

The middle age-group (teina) are located in Hinengaro. Imaginary play is promoted and teina can choose their activities with kaimahi support. Kaimahi have meaningful conversations with teina that stimulate their thinking and learning. Teina are given time and space to explore and are encouraged to make choices. They enjoy dancing, singing and being creative. Kaimahi use waiata to encourage teina language development and participation.

The older tamariki (tuakana) are situated in Manaakitanga. Kaimahi actively facilitate tuakana learning through questions, conversations and prompts. Tuākana are encouraged to lead their learning and independently choose activities based on their interests. Kaiako stimulate tuākana learning through creativity and the use of natural resources. Tuākana are confident and independent learners.

Daily karakia is held in a central space for all tamariki. Kaimahi use this time to explain their expectations for the day. Tamariki participate readily and are affirmed with praise. Transitions into each whare are clear and familiar to tamariki. They learn well individually and in groups. Positive interactions between tamariki, such as tuākana teina, are affirmed by kaimahi. Tamariki are encouraged to be mindful and treat others with respect. They join in planned activities and are share and considerate of their peers. Tamariki engage happily in learning.

Key Next Steps

Kaimahi are developing a place-based curriculum that acknowledges and reflects the local histories of Kaiti and the wider Gisborne region. They have accessed targeted professional learning and relevant resources through Te Rūnanga o Tūranganui-a-Kiwa and other local providers to support them. The curriculum is in the early stages of development and implementation. ERO encourages this initiative that will connect tamariki to their rohe histories.

5 Management Assurance on Legal Requirements

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

• emotional safety (including positive guidance and child protection)

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

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

• evacuation procedures and practices for fire and earthquake.

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

6 Recommendation

ERO and the whare kōhungahunga leadership developed the following recommendation:

• that kaimahi continue to monitor and report on the development, implementation and effectiveness of the place-based curriculum.

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

2 June 2022

7 Information about the Puna Reo

Location		Kaiti, Gisborne
Ministry of Education profile number		55494
Licence type		Education & Care Service
Licensed under		Education (Early Childhood Services) Regulations 2008
Number licensed for		120 tamariki, including up to 25 aged under 2
Service roll		83 tamariki, including 17 aged under 2
Ethnic composition		Māori 72, NZ European/Pākehā 5, Other 6
Percentage of qualified teachers		80% +
Reported ratios of staff to tamariki	Under 2	1:5	Meets minimum requirements
	Over 2	1:10	Meets minimum requirements
Review team on site		March 2022
Date of this report		2 June 2022
Most recent ERO report(s)		Education Review – Mana Whakahaere, February 2022; Education Review 2017, January 2017; Education Review, September 2013