Noku Te Ao

Te Aromātai i te Ratonga

He pēhea te tūnga o Nōku Te Ao ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki?

Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki tēnei whakataunga i whakarāpopotohia ai ki raro iho nei.

He Whakamārama

Nōku Te Ao

Ko Nōku Te Ao tētahi whare kōhungahunga rumaki reo. Nō te tau 2002 te whare kōhungahunga i whakatūngia ai e ngā mema o Te Ahi Kaaroa, nā runga i tō rātou hiahia kia whiwhi ā rātou tamariki i te mātauranga o te kounga kairangi e whakapuakihia ana mā te reo Māori. E kōkirihia ana te whare kōhungahunga e te whānau. Ko ngā putanga ki te ākonga ko te aronga nui o ngā pākeke ki tēnei taiao tino ātaahua i waihangatia ai.

Nā te tirohanga o te whānau ki te ara mātauranga whānui, kua whakatūngia hoki tētahi kura āhuatanga motuhake, me tētahi atu whare kōhungahunga. Kua tino whakahihiritia, kua tino whakamanawatia hoki ngā kaimahi me te whānau o te whare kōhungahunga nei.

Nō nā tata tonu nei a Nōku Te Ao i whiwhi ai i te tohu hiranga mātauranga a te Pirimia o Aotearoa, mō te kounga kairangi o te kāwanatanga me te whakahaeretanga, tae atu ki te whakatairanga ake o te reo Māori. E whakanui ana tēnei whakawhiwhinga i te motuhake, te auaha, me te kounga kairangi hoki o te taumata o te mātauranga me te atawhai e whakarato ana i tēnei whare kōhungahunga.

I ngā wā kua tāutu ngā pūrongo a Te Tari Arotake Mātauranga i ngā whakaritenga o te kounga kairangi me te ārahitanga. E mau pūmau ana ngā tūnga kaimahi. I roto i te roanga o ngā tau, kua pakari ake te tirohanga me te aronga o te whare kōhungahunga. He whānui ngā pūkenga, ngā mōhiotanga, me te mātanga hoki o ngā kaimahi me te whānau ki te whare kōhungahunga.

Ngā Whakaaturanga o te Arotake

He tino pai te tūnga o Nōku Te Ao ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki.

Kei te kaha ahu whakamua ngā tamariki i a rātou e whakawhanake ana i tō rātou māramatanga, tā rātou whakamahinga anō hoki i te reo Māori. He pakari ngā tamariki tuākana ki te whakamahi i te reo Māori, puta noa i te whānuitanga o ngā tūmomo horopaki. Kōrerohia ai te reo Māori i ngā wā katoa. Ko te rangahau i ia te wā, te aroturuki i te whakamahinga a tamariki i te reo Māori, me ngā tukanga arotake whaiaro anō hoki e whai pānga ana ki ngā whakaakoranga o te reo Māori. Ka ngākau nui ngā tamariki ki ā rātou whai wāhitanga ki te ārahi me te whakamahi i te reo Māori puta noa i te rā.

He tautoko, he aroha hoki tō ngā taunekeneke a ngā tamariki me te whānau. Kua āta whakatōngia te whanaungatanga, puta noa i te whare kōhungahunga. He tino hononga kei waenga i ngā tamariki, ā, ka kitea hoki tō rātou whakapono, tō rātou whakawhirinaki hoki ki ngā pākeke. E puāwai ana ngā tamariki ki tēnei taiao e whakanui ana i te aroha, te manaaki, me te awhi. He tākare ngā tamariki ki te whai wāhi atu ki te katoa o ā rātou wā ako, ā, he harikoa, he tau hoki rātou.

Ka rumakina ngā tamariki ki tētahi taiao whakaongaonga. Kua āta waihangatia ngā wāhi o roto, o waho hoki, ā, he nui hoki ngā rauemi. Ko te tino hononga ki a Waitaha e whakanuia ana ki ngā tūmomo tae i whiriwhirihia ai, puta noa i te wāhi nei. He aronga nui ki ngā āhuatanga māoriori, tuku iho hoki o te ao Māori. Ka whai wāhi nui mai te harakeke, te pātaka, te māra kai, te whare, me ngā pou. He pārekareka ki ngā tamariki te tīpako haere, mai i te whānuitanga o ngā tūmomo rauemi whakahihiri, taumahi whakahihiri hoki. He pārekareka ki ngā tamariki te tākaro me te ako ki tō rātou taiao.

He pārekareka ki ngā tamariki te whānuitanga o ngā tūmomo whai wāhitanga e wātea ana ki a rātou. Ka whakawhānui, ka whakatairanga hoki ngā taumahi o ia rā, i te māramatanga o ngā tamariki ki tō rātou ao me te ao Māori hoki. E whakawhanake ana ngā tamariki i te tino maioha ki tō rātou taiao ake. Ka whai wāhi atu ngā tamariki ki te tiaki whenua, te hangarua, me te mahi i te māra kai. Ka poipoi ngā wheako ako i te whānuitanga o ngā tūmomo matea o ngā tamariki, me te rerekē haere anō hoki o ō rātou ngākau nuitanga. Ka whai wāhi nui ngā tamariki ki ngā akoranga.

E whai hua ana ngā whakaritenga e pā ana ki te kāwanatanga me te whakahaeretanga, ā, ka whai pānga nui ki tēnei, ko ngā matea me ngā wawata o te whānau mō ā rātou tamariki. Ka arotahi te katoa o ngā mahere, ngā aromātai, me ngā pūrongo ki te whakatutukitanga o ngā tino putanga ako a ngā tamariki. He kaha ngā hononga mahi a ngā kaimahi o te whare kōhungahunga ki ngā ratonga o waho. Ka whiwhi ngā tamariki i te mātauranga me te atawhai o te kounga kairangi.

Ka whakarato te aromātai o roto ki ngā whakapaitanga ake i ia te wā, puta noa i te whare kōhungahunga. He tino pakari te whakaaro huritao i whakatōngia ai ki te katoa o te whare kōhungahunga. Ka whakamōhiotia ngā whakaritenga whakaako ki ngā rangahau, ki ngā ariā e pā ana ki ngā tino whakaritenga, ā, ki te arotake whaiaro hoki. Ka ahu mai ngā whakataunga whakawhanaketanga ngaio i te pakari o te hōtaka arohaehae e hono atu ana ki ngā tino painga mō ngā tamariki. Ka whakamōhio te arotake whaiaro i te tirohanga, ngā kaupapa rautaki matua, me ngā wawata o te whānau. Ka whai hua ngā tamariki nā ngā whakaritenga whakaako o te kounga kairangi.

Kei te pakari haere te marautanga i ngā wā katoa, ā, ka whakatairanga hoki i te whakaaro auaha. Ko tētahi tino whakatutukitanga, ko te whakawhanaketanga o te angamahi ‘poutama’, ā, e tāutu ana tēnei i ngā taumata whanaketanga reo o ngā tamariki. Ka whakamahia ngā kaiako i aua mōhiohio kia whakarite mahi ai ki ngā matea o tēnā, o tēnā o ngā tamariki. Ka tino tautokona ngā tamariki i a rātou e ako ana.

Te Whakatau a te Whakahaeretanga ki ngā Wāhanga Tautukunga

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:

• te haumaru whatumanawa (tāpiri atu ko te ārahi mauritau, ko te ārai tamariki)
• te haumaru ā-tinana (tāpiri atu ko te mātakitaki tamariki; ko ngā whakaritenga whakamoe; ko ngā aituā; ko te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
• te tū tika o ngā kaimahi (tae atu ki ngā taumata tohu mātauranga; te arowhai a ngā pirihimana; ngā rēhitatanga kaiako; me te tatauranga ki waenga i te kaiako me te tamaiti)
• ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

Te arotake ka whai ake

Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te ratonga?

Ka arotake anō Te Tari Arotake Mātauranga i Nōku Te Ao i roto i ngā tau e whā. 

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

1 Evaluation of the Service

How well placed is Nōku Te Ao to promote positive learning outcomes for children?

ERO's findings that support this overall judgement are summarised below.

Background

Nōku Te Ao ‘The World Is Mine’

Nōku Te Ao is an immersion early childhood centre. The centre was established in 2002 by members of Te Ahi Kaaroa who wanted their children to receive quality education delivered in te reo Māori. The centre is whānau driven. Learner outcomes guide what adults do in this attractively landscaped environment.

The whānau vision for a seamless education pathway has included the establishment of a designated character composite school and an additional early learning centre. Centre personnel and whānau are highly motivated and inspired.

Nōku Te Ao was recently awarded the ‘New Zealand Prime Minister’s Education Excellence Award’ for high quality governance and management, including the promotion of te reo Māori. This achievement acknowledges the unique, innovative and high quality level of education and care provided at the centre.

ERO’s reports have consistently identified high quality practices and leadership. Staffing has remained constant. The vision and direction of the centre has strengthened over the years. Centre personnel and whānau have a wide range of skills, knowledge and expertise.

The Review Findings

Nōku te Ao is very well placed to promote positive learning outcomes for children.

Children are progressing steadily as they develop their understanding of, and use of te reo Māori. The older children confidently use te reo Māori across a range of contexts. Te reo Māori is spoken at all times. Regular research, monitoring children’s use of te reo and internal review processes influences the teaching of te reo Māori. Children love the opportunities they have to lead and use te reo Māori throughout the day.

Children and whānau share supportive and loving interactions. Whanaungatanga is embedded throughout the centre. Children have formed strong bonds with each other, and show high levels of confidence and trust with adults. Children thrive in an environment that values aroha, manaaki and awhi. Children are eager to contribute throughout their learning time and are happy and content.

Children are immersed in a stimulating environment. Inside and outdoors are well designed and resourced. A close affinity to Canterbury is celebrated in the choice of colours throughout the environment. There is an emphasis on the natural and traditional elements of te ao Māori. Harakeke, pātaka, maara kai, whare and pou are prominent features. Children enjoy choosing from a wide range of interesting resources and activities. Children enjoy playing and learning in their environment.

Children enjoy the wide range of opportunities that are available to them. Daily activities extend and enrich children’s understanding of their world and also te ao Māori. Children are developing a strong appreciation of their immediate surroundings. Children are involved in conservation, recycling and tending to the maara kai. Learning experiences cater for children’s diverse needs and changing interests. Children are engaged in learning.

Effective governance and management practices are determined by the needs and aspirations of whānau for their children. All planning, evaluation and reporting focuses on achieving positive learning outcomes for children. Centre personnel have strong working partnerships with external agencies. Children receive high quality education and care.

Internal evaluation provides positive ongoing improvements across the centre. There is a highly reflective culture embedded in the centre. Teaching practices are informed by research, theories of best practice and internal review. Professional development decisions are based on a rigorous appraisal programme linked to best outcomes for children. Internal review informs the vision, strategic priorities and aspirations of whānau. Children benefit from high quality teaching practice.

The curriculum is constantly evolving and promotes innovative thinking. A significant accomplishment is the development of the ‘poutama’ framework that identifies the levels of children’s te reo Māori development. Teachers use this information to plan to children’s individual needs. Children are well supported as they learn.

Management Assurance on Legal Requirements

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

• emotional safety (including positive guidance and child protection)
• physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
• suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
• evacuation procedures and practices for fire and earthquake.

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

Next Review

When is ERO likely to review the service again?

The next ERO review of Nōku Te Ao will be in four years. 

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

2 Information about the Early Childhood Service

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:

• Very well placed – The next ERO review in four years
• Well placed – The next ERO review in three years
• Requires further development – The next ERO review within two years
• Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.