6 Birchgrove Gardens, Mairehau, Christchurch
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Kāhore i te pai te tūnga |
Me whakawhanake ake |
He pai te tūnga |
He tino pai te tūnga |
Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki tēnei whakataunga i whakarāpopotohia ai ki raro iho nei.
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.
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.
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:
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
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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.
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.
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.
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.
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
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Location |
Christchurch |
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Ministry of Education profile number |
65132 |
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License type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
35 children, including up to 10 aged under 2 |
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Service roll |
35 children including up to 10 aged under 2 |
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Gender composition |
Girls 25 Boys 16 |
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Ethnic composition |
Māori Pākehā Rarotonga |
37 2 2 |
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Percentage of qualified teachers |
50 -79% |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:5 |
Better than minimum requirements |
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Review team on site |
27 - 28 August 2015 |
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Date of this report |
3 November 2015 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
October 2012 November 2008 March 2005 |
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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.
Nōku te Ao is well placed to promote and sustain positive outcomes for children. The high level of commitment and professionalism shown by governance, management and staff are well established and valued by children and whānau.
Nōku te Ao is a Māori immersion whānau-based early childhood centre situated in the suburb of Mairehau, Christchurch. The foundation of the centre philosophy resides in the name Nōku te Ao meaning, the world is mine. It embraces the child’s tino rangatiratanga and promotes independent skills to extend and enhance children’s learning capabilities. The purpose-built centre provides spacious, well-maintained and attractive indoor and outdoor environments that are highly conducive to self-directed learning for children.
The centre is directed by a charitable trust whose role is clearly defined. It is supported by the trust’s comprehensive policies and procedures and is effectively managed by an experienced professional practice manager and a committed team of trained staff. The centre develops strategies for growth to maintain the quality and integrity of Nōku te Ao, and to ensure accessibility for whānau within the Christchurch region.
The centre manager has focused on building:
Nōku te Ao was relicensed towards the end of 2011.
Nōku te Ao philosophy states that personal tino rangatiratanga promotes a can do anything attitude that encourages self esteem, confidence, creativity and independence. The centre is well resourced with equipment and materials that sustain and cater well for the age range of children. The physical environment offers children opportunities that stimulate and inspire exploration, creativity, expressive play, and a range of kaupapa learning experiences. Kaiako provide a quality learning environment where resources are accessible to children to support their learning and play.
Kaiako plan a well integrated, balanced curriculum for children. This clearly links to the principles and strands of Te Whāriki. There is an expectation that each kaiako modifies these plans to meet the needs of their specific learning group. Children benefit from a wide range of well planned programmes for independent and group learning.
Children are developing skills to become confident, independent learners. Early literacy and mathematical concepts for learning are well provided for. Kaiako read to children and model and foster bilingual oral skills. Kaiako use the natural physical environment patterns to teach and support mathematical concepts. They follow children’s leads in learning conversations. Children demonstrate a good understanding of early literacy and mathematical concepts.
Kaiako have established a supportive culture of care in the centre. They place an emphasis on children’s emotional, physical and social well-being. The importance of whanaungatanga is paramount in building and strengthening quality relationships with children, staff and whānau. There is a strong sense of whanaungatanga among children and kaiako. Routines and practices support the development of children’s sense of belonging and well-being. Children are happy and settled at the centre.
Kaiako have developed individual profiles that capture significant learning experiences and kaupapa activities through photographs and learning stories. The profiles are well presented. They are available to parents to invite and encourage their involvement and participation in their children’s development and progress. The next step for kaiako is to provide comments that clearly state the depth and complexity of children’s learning to show continuity of progress over time. This should further strengthen their assessment practices.
Te reo and tikanga Māori is still evolving and at an early stage of development. The centre has begun by appointing kaiako who are competent speakers of te reo Māori. However, for children and whānau, English remains the core language of communication.
ERO affirms it is timely for a Māori language strategy to be developed and reflected in all centre documents. An emphasis should be placed on the importance of te reo and tikanga Māori particularly as this is an immersion centre. Central to te reo Māori learning is monitoring and tracking children’s te reo Māori development and progress. The information gathered can then be used to plan according to children’s language needs. This should contribute to children’s ability and confidence to use te reo Māori in their daily interactions with each other and adults.
The centre has an effective self review framework and guidelines. Findings are used to inform strategic direction. Clear lines of responsibility, communication and expectations have been developed between the board, general manager and staff for developing programmes and managing day-to-day operations.
Strong, effective personnel management systems are developed. Professional learning and development opportunities are extensive and effectively supported by the centre.
ERO and the centre agree that the priorities for improvement should include a strategic review of how well the centre philosophy is implemented:
Health and safety is carefully monitored by staff and centre manager to ensure children are provided with a safe learning environment.
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.
When is ERO likely to review the early childhood service again?
ERO is likely to carry out the next review in three years.
Makere Smith
National Manager Review Services
Māori (Te Uepū-ā-Motu)
31 December 2012
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Location |
Mairehau, Christchurch |
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Ministry of Education profile number |
65132 |
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Licence type |
Immersion Centre |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children, including up to 10 aged under 2 |
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Service roll |
42 children, including up to 10 aged under 2 |
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Gender composition |
Boys 23 Girls 19 |
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Ethnic composition |
Māori |
40 |
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Percentage of qualified teachers |
43% |
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Reported ratios of staff to children |
Under 2 |
3 Kaiako - 10 Children |
Exceeds minimum requirements |
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Over 2 |
3 Kaiako |
Exceeds minimum requirements |
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Review team on site |
October 2012 |
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Date of this report |
31 December 2012 |
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Most recent ERO report(s) |
Education Review |
November 2008 |
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The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:
Within these areas ERO considers the effectiveness of self review and partnerships with parents and whānau.
ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.