Te Whare Kohungahunga o Y Tamariki

Education institution number:
55494
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
81
Telephone:
Address:

224 Wainui Road, Kaiti, Gisborne

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Te Whare Kōhungahunga 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-MotuMāori 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 whanaungatangamanaakitanga, 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-MotuMāori 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 

 

Te Whare Kōhungahunga o Y Tamariki

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori 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 hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi.

2 Te Horopaki

E tū ana Te Whare Kōhungahunga o Y Tamariki ki Kāiti, ki Tūranga-nui-a-Kiwa, ā, nō te marama o Poutū-te-rangi, nō te tau 2008 i whakatūngia ai. He ratonga reo rua tēnei mō ngā tamariki, mai i ngā pēpi, tae atu ki te ono o ngā tau. E tupu haere ana te hiahia o te hapori o Kāiti mō te whakaratonga mātauranga kōhungahunga mā te reo Māori. He matatau te nuinga o ngā kaiako ki te reo Māori, ā, kua whakawhiwhia katoatia rātou ki ngā tohu mātauranga.

3 Te Aronga o te Aromātai

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

Kua whakaritea e te whare kōhungahunga ngā tukanga e āta whakatau ai i ngā tino putanga ako e whai hua ana ki ngā tamariki.

4 Ngā Whakaaturanga – Mana Whakahaere

Kua whakaritea e Te Whare Kōhungahunga o Y Tamariki ngā pūnaha e aroturuki ai i ngā whakahaeretanga o te whare kōhungahunga. Ko tā te kaiwhakahaere mahi, ko te whakatau i ngā whakaritenga whakahaere hei painga mō ngā tamariki. Ki tā te whānau, he atawhai, he rāhiri te whare kōhungahunga, ā, he taiao ako e whakakotahi ana i te katoa. Ki tō rātou whakaaro, kei te tino mōhio ngā kaimahi ki ā rātou tamariki. Ka noho mātua rā te whakawhanaungatanga ki te whānau. Tē taea e te whānau te uru atu ki te whare kōhungahunga nā te KOWHEORI-19. Ka whakapau kaha ngā kaimahi ki te toro atu ki ngā whānau i te wā ka tiki, ka tuku rānei rātou i ā rātou tamariki. Ka noho mōhio te whānau ki ngā kaupapa mātuatua e pā ana ki te whare kōhungahunga, mā te pae pāpāho pāpori, ā, ka toro atu rātou ki ngā kaimahi mā te whārangi Pukamata o Y Tamariki. He mea nui te waiora o ngā tamariki.

E tautuhi ana te mahere rautaki i ngā tukanga, ā, ka whakatakoto haere i te aronga nahanaha me te ahu whakamua o te whare kōhungahunga. Kua whakaritea ngā whāinga me ngā wawata o te pae tawhiti, hei ārahi i te huarahi me ngā whakawhanaketanga o te whare kōhungahunga mō meāke nei. E ārahi ana te mahere ā-tau i te whakatinanatanga o ngā mahi whakahaere i te tari. Kua whakatakotohia hoki ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. Kua whakahoungia ngā rēhita. Kua whakatakotohia ngā tukanga e pā ana ki ngā whakahaeretanga o ngā kaimahi me ngā mahi arohaehae. He aronga pūmau ki te whakawhanaketanga ngaio e whakatairanga tonu ana i ngā whakaritenga ngaio, ā, ka arahina tēnei e tētahi mahere mahi. Ka whai hua ngā tamariki nā ngā rautaki whakaako e aro nui ana ki ō rātou matea ako.

Ko ngā mahere hōtaka, ngā aromatawai, me te aromātai e hāpai katoa ana i ngā akoranga a ngā tamariki me ō rātou whakawhanaketanga. E āta whakatakoto ana ngā mahere i ngā huarahi ka whāia e ngā kaimahi mō te whakatinanatanga o te hōtaka akoranga. Ka tāutu ngā mahere i te tangongitanga o ngā kaupapa, ngā rautaki mō te whakatinanatanga, ā, ka tohu hoki i ngā rauemi e tika ana. Ka aro nui ngā mahere ki ngā akoranga a ngā tamariki. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo huarahi e kapo atu ai i te ahu whakamua me te ako a ngā tamariki. Ka whakatakotohia ngā aromatawai a ia tamaiti ki tana pūkete. Ka whakahokia aua pūkete ki ngā kāinga, kia tirohia, kia kōrerohia hoki e te whānau. E hono ana ngā aromatawai ki ngā mahere. Ka aromātai ngā kaimahi i te hōtaka akoranga i ia te wā, ā, ka whakatau i ngā whakaritenga e whakapai ake ai i ngā akoranga a ngā tamariki. Ka whai hua ngā tamariki i te wā e whakaaro nuitia ana ō rātou matea.

Ngā Whakaritenga Matua ka whai ake 

I kōrero ngā kaimahi mō ngā pou e whā, arā, mō te whanaungatanga, te manaakitanga, te kotahitanga, me te whakamana, me te tū o aua pou hei mātāpono e ārahi ana i a rātou. E whakapono ana rātou, kua tae ki te wā kia hāpaitia te whakawhanaketanga o te whānau i tō rātou mōhiotanga me ō rātou māramatanga ki aua pou e whā, hei whakatairanga tonu ake i te ako a ā rātou tamariki.

5 Te Whakatau ki ngā Wāhanga Tautukunga

I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei, 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; 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. ​​

6 Te Taunakitanga

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

  • kua tae ki te wā, kia rapu huarahi te whānau ki te whakatairanga me te whakawhanake i tō rātou mōhiotanga ki ngā pou e whā, hei āta whakapūmau i te rere tonu o ngā akoranga a ā rātou tamariki.

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

08 Huitanguru, 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 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

Whiringa-ā-rangi 2021

Te wā o tēnei pūrongo

08 Huitanguru, 2022

Ngā pūrongo o mua a
Te Tari Arotake Mātauranga 

Arotake Mātauranga, Kohi-tātea 2017; Arotake Mātauranga, Mahuru 2013

1 Introduction

The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO reports provide important information for hapū and iwi.

2 Context

Te Whare Kōhungahunga o Y Tamariki is situated in Kaiti, Gisborne and was established in March 2008. It provides a bilingual service for tamariki from babies up to six years of age. There is a growing need in the community for te reo Māori early childhood provision within Kaiti. The majority of kaiako are fluent in te reo Māori and are all qualified teachers.

3 Evaluation Focus

How well do children show they are happy and settled learners?

The kōhungahunga have in places processes to ensure positive learning outcomes for children.

4 Findings - Mana Whakahaere

Te Whare Kōhungahunga o Y Tamariki has systems in place to monitor the operations of the centre. The centre manager makes operational decisions in the best interests of children. Whānau describe the centre as a warm, welcoming, inclusive learning environment. They believe kaimahi know their children very well. Whakawhanaungatanga is important to whānau. Because of COVID-19, whānau are not permitted to enter the centre. kaimahi make an effort to interact with them when they pick up or drop off their children. Whānau use social media to keep up to date with important information about the centre and contact kaimahi using their Y Tamariki facebook page. Children’s wellbeing is important.

The strategic plan defines processes and sets out a planned approach and direction for the kōhungahunga. Long-term goals and aspirations are in place to guide the future direction and development of the centre. The annual plan guides the implementation of administrative tasks. Health and safety policies and procedures are in place. Registers have been updated. Personnel management and appraisal processes are in place. There is an ongoing focus on professional development for improving professional practice which is guided by an action plan. Children benefit from teaching strategies that responds to their learning needs.

Programme planning, assessment and evaluation supports children learning and development. Planning provides clear direction for kaimahi implementation of the learning programme. Planning identifies a range of kaupapa, strategies for implementation and signals what resourcing is required. Planning responds to children’s learning. Kaimahi use a range of ways to record children progress and learning. Individual assessments are recorded in the children portfolios. These books are sent home to share with whānau and they are able to make comments. Assessments are linked to planning. Kaimahi evaluate the learning programme regularly and make decisions for improvement to children learning. Children benefit when their needs are considered.

Key Next Steps

Kaimahi spoke about the four pou of whanaungatanga, manaakitanga, kōtahitanga and whakamana as their guiding principles. They believe It is now time that whānau is supported to develop their knowledge and understandings around the four pou in order to further enhance the learning of their children.

5 Assurance on Legal Requirements

During the evaluation, ERO looked at systems for managing the following areas:

  • emotional safety including positive guidance and child protection
  • physical safety including supervision, sleep procedures, accidents, medication, excursion policy and procedures
  • suitable staffing including appropriate qualifications, police vetting, ratios
  • emergency procedures and practices for earthquakes, fire, flood, tsunami and pandemic.

6 Recommendation

ERO and the whare kōhungahunga developed the following recommendation:

  • it is now time that whānau seek ways to enhance and develop their knowledge around the four pou and in order to ensure continuity of learning for their children.

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

8 February 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 children, including up to 25 aged under 2

Service roll

83 children, including up to 17 aged under 2

Ethnic composition

Māori 72, NZ European/Pākehā 5, Other 6

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

Ratio 1:5

Meets minimum requirements

Over 2

Ratio 1:10

Meets minimum requirements

Review team pre on site

November 2021

Date of this report

8 February 2022

Most recent ERO report(s) 

Education Review, January 2017; Education Review, September 2013