Coventry Street, Christchurch Central, Christchurch
View on mapKua 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.
E tū ana te whare kōhungahunga o Te Waka Huruhurumanu ki Ōtautahi, ki ngā papa o Ara o Waitaha. Ko tā rātou tirohanga mō ngā tamariki, ngā whānau, me te hapori, kia tupu torowhānui rātou mā ngā uara Māori, ngā wheako Māori, me ngā whai wāhitanga Māori e poipoi ana i te tino aronga whaiaro me te tuakiri. Kua pā ētahi rerekētanga ki ngā tūranga kaimahi, whai muri i te arotake a Te Tari Arotake Mātauranga i te Mahuru o te tau 2019, tae atu ki te whakatū i ngā kaiwhakahaere takirua.
Ka whakapuaki ngā tamariki i tō rātou māramatanga ki te whanaungatanga mā ngā taunekeneke me ngā hononga ki ētahi atu.
E ako ana ngā tamariki ki tētahi taiao e poipoi ana i ngā hononga whai pūtake. Ka akiaki ngā mahinga o ia ata i ngā taunekeneke papai, i ngā tamariki me ngā kaiako e waiata tahi ana, e kata tahi ana, ā, e kanikani tahi ana hoki. Ka puakaha ngā taringa o ngā kaimahi, he ngāwari, he tika hoki tā rātou aro atu ki ngā matea o ngā tamariki, ā, kei te mauritau, kei te mārie hoki ngā mokopuna. E hāngai pū ana ngā wheako ako me ngā taumahi ako ki ngā ngākau nuitanga o ngā tamariki. Ka akiaki ngā kaimahi i a rātou ki te ārahi i tā rātou ake ako mā te tūhura mātātoa. Ka whakaongaonga ngā rauemi whakahihiri i te pākiki o ngā tamariki, ā, ka whakatairanga i tō rātou taha auaha me ō rātou whakaaro pohewa. He pai te tākaro tahi a ngā tamariki ki te taha o ō rātou hoa. He whai wāhitanga anō hoki aua wā mō ngā tamariki ki te whakapuaki i ngā uara o te whare kōhungahunga, pērā i te whanaungatanga, te whakaute, te aroha, me te manaaki. Hui tahi ai ngā tuākana me ngā pēpi ki te karakia i ia ata. Kua whakaritea tētahi wāhi ako mō ngā pēpi, ā, kua whakatakotohia hei aro atu ki ō rātou matea ake me ō rātou ngākau nuitanga ake. He pārekareka ki ngā pēpi me ngā tuākana te tākaro ki waho. E āta manaakitia ana ngā tamariki, ā, kei te mauritau hoki.
Nō nā noa nei te kaupapa here mō te marau i arotakengia ai, ā, nā tēnā kua panoni, kua whakapai ake i ētahi wāhanga o te marau. Kua tīmata noatia aua whakarerekētanga te whakatinana. Ka whakamahere mā ngā pēpi, ā, ka whakamahere anō hoki mā ngā tuākana. Kei te tino mōhio ngā kaiako ki ngā tamariki, ka whakamahi rātou i ngā paki ako hei whakapuaki i te ahu whakamua me te ako ki te taha o te whānau. Ko ngā mahere ako a ia tamaiti, e kapo atu ana i ngā pūmanawa e whanakehia ana e ngā tamariki, ā, ka kitea hoki kei te poipoia ō rātou ngākau nuitanga me ō rātou matea. Kei ngā tukanga arotake o roto a ngā kaimahi ngā tirohanga papai ki tēnā e whai hua ana ki te whare kōhungahunga. Ka tāutu hoki ngā arotake i ngā wāhi papai mō ngā whakarerekētanga me ngā aronga hou, ā, ka whakatinanahia aua tūāhuatanga. Ka whakatairangatia te ako a ngā tamariki nā ngā whakaritenga e arotahi ana ki te whakapai tonu.
He hou ngā kāwana ki ō rātou tūranga. Kua arotakengia te tikanga whakaaro o te whare kōhungahunga, ā, ka whakakoia i te whakahirahiratanga o te reo me ngā tikanga Māori ki te whare kōhungahunga me te whānau. Kua whakawhanakehia tētahi mahere rautaki e arotahi ana ki te whakapakari i ngā hononga, ki te whakatairanga ake i ā rātou kōrero, ā, ki te tautoko hoki i ō rātou tāngata. Arotake ai ngā kaiwhakahaere takirua i ia te wā i ngā kaupapa here, hei āta whakatau i te hāngaitanga ki te wā me ngā herenga ā-ture. Nō nā noa nei i whakahoungia ai te kaupapa here e pā ana ki te ārai tamariki, ā, ka āta ārahi i ngā kaimahi. Ko te noho haumaru o ngā tamariki te aronga matua.
Ka mahi ngātahi ngā kaiārahi o te whare kōhungahunga hei whakatairanga i te rere pai o ngā whakaritenga ki te ratonga i ia rā. Tokorua ngā kaiwhakahaere o te whare kōhungahunga e mahi ngātahi ana. He kawenga mahi tā ia kaiwhakahaere, ka āta tautoko rāua i a rāua, kia whai hua ai te whakahaeretanga o ngā whakaritenga. Kei tētahi te kawenga ki te āta whakatau i te whakahaeretanga papai o ngā take kaimahi. Kei tētahi atu te kawenga kia whakahoungia ngā kaupapa here katoa, ā, kia whakapuakihia ērā ki te taha o ngā kāwana i roto i te wā e tika ana. Ko te aronga rautaki ki te ‘tautoko i ō tātou tāngata’ e whakatairanga ana i te tupu ngaio me te ārahitanga. Kei te tīmata ngā kaiārahi ki te whakawhanake i ngā tūāhuatanga e hāpai ana i te mahi ngātahi ki te whakapai tonu.
E whanake ana ngā whakaritenga whakamahere. Me whakapakari tonu ngā kaiārahi i ngā mahere, kia mārama ai, kia takune ai ngā kaimahi i a rātou e whakatinana ana i ngā hōtaka akoranga o ia rā. Ka whai hua ngā tamariki nā ngā whakaakoranga i āta whakamaheretia ai, i āta whai pūtake nahanaha ai.
Me whakapai ake i te whai wāhi mai o te reo Māori ki te marau. Ka kitea ki ngā tamariki tō rātou tākare ki te ako i te reo. He nui whakaharahara te whakarauoratanga o te reo Māori ki ngā kāwana, ngā kaimahi, me te whānau. Kua tae ki te wā ki te aro nui ki taua tūāhuatanga, mā te whakawhanake i tētahi mahere whakatinana e whakapakari ai i ngā āheinga o ngā kaiārahi me ngā kaimahi. Ka whakatairangatia te whakawhanaketanga reo Māori o ngā tamariki i te wā ka noho te reo Māori hei āhuatanga māoriori tonu o tō rātou wheako ako kōhungahunga.
Me whakapakari ake i te whakamahere rautaki. Nō nā noa nei te mahere rautaki i whakawhanakehia ai, ā, e āta whakatakoto ana i ngā whāinga wawata o te whānau. Hei whakaritenga matua ka whai ake, me whakawhanake ngā kāwana me te whānau i ngā mahere mahi e hāpai ai i a rātou ki te whakatinana i ō rātou whāinga. Ka whā hua ngā tamariki nā te toitūtanga o ngā whakaritenga e arotahi ana ki anamata.
I te wā o te arotake, i tirohia 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:
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.
E taunaki ana Te Tari Arotake Mātauranga me ngā kaiārahi o te whare kōhungahunga, kia whakawhanakehia tētahi mahere e whakatutuki ai i ngā take kua whakatakotohia hei whakaritenga matua kia whai ake.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
19 Paengawhāwhā, 2024
| Te tūwāhi | Kei Ōtautahi | ||
| Te tau a te Tāhuhu o te Mātauranga | 65143 | ||
| Te tūmomo raihana | He Ratonga Mātauranga me te Atawhai | ||
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 | ||
| Te tokomaha mō te raihana | 50, kia 12 ki raro i te rua o ngā tau | ||
| Te tokomaha kei runga i te rārangi ingoa | 31, tokowhitu kei raro i te rua o ngā tau | ||
| Ngā hononga ā-iwi | Māori 18, Pākehā 7, 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 | 1:4 | He pai kē atu i ngā herenga tikanga mōkito |
| Ki runga ake i te rua tau | 1:8 | He pai kē atu i ngā herenga tikanga mōkito | |
| Te wā i te whare kōhungahunga te rōpū arotake | Poutū-te-rangi 2024 | ||
| Te wā o tēnei pūrongo | 19 Paengawhāwhā 2024 | ||
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Mahuru 2019; Arotake Mātauranga, Pipiri 2016; Arotake Mātauranga, Pipiri 2013 | ||
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.
Te Waka Huruhurumanu ki Ōtautahi Early Learning Centre is an Early Learning Centre located on the campus of the Ara Institute of Canterbury. Their vision is for tamariki, whānau and hāpori to grow holistically through Māori values, experiences and opportunities that foster a strong sense of self and identity. There have been staff changes since the ERO September 2019 review, including appointing co-managers.
Tamariki express their understanding of whanaungatanga through relationships and connections with others.
Tamariki learn in an environment that fosters meaningful relationships. Morning routines encourage positive interactions as tamariki and kaiako sing, laugh and dance alongside each other. Attentive kaimahi respond gently and appropriately to tamariki needs, mokopuna are relaxed and calm. Learning experiences and activities are centred around tamariki interests. Kaimahi encourage them to lead their learning through active exploration. Interesting resources stimulate tamariki curiosity and promote their creativity and imagination. Tamariki play amicably alongside their peers. This provides opportunities for them to express the centre values of whanaungatanga, whakaute, aroha and manaaki. Tuākana and pēpi come together each morning for karakia. Pēpi have a dedicated learning space that is set up to respond to their unique needs and interests. Both pēpi and tuākana enjoy outdoor play. Tamariki are well cared for and settled.
A recent review of the curriculum policy has resulted in adapting and improving some aspects of the curriculum. These changes are in the very early stages of implementation. Planning is done separately for pēpi and tuākana. Kaiako know tamariki well, they use narrative learning stories to share progress and learning with whānau. Individual learning plans capture tamariki developing dispositions and show their interests and needs are catered to. Kaimahi internal review processes provide good insights into what works well at the centre. Reviews also identify where changes and new approaches would be beneficial, and these are implemented. Tamariki learning is enhanced through improvement focused practices.
Governors are new to their roles. The centre philosophy has been reviewed, it reaffirms the importance of te reo and tikanga Māori to the centre and whānau. A strategic plan has been developed with a focus on building relationships, promoting their story, and supporting their tangata. Co-managers regularly review policies to ensure they are current and align with legislation. The child protection policy was recently updated, and it provides clear guidance for kaimahi. Tamariki safety is paramount.
Centre leaders work collaboratively to promote the smooth day-to-day operation of the service. There are two co-managers. Each has delegated responsibilities; they support each other well to manage operations efficiently. One has the responsibility of ensuring personnel matters are managed well. The other has the responsibility to ensure all policies are updated and shared with governors in a timely manner. The strategic focus on ‘supporting our tangata’ promotes professional growth and leadership. Leaders are beginning to develop the conditions that enable collaboration for improvement.
Planning practices are developing. Leaders need to continue to strengthen planning so that kaimahi are clear and intentional when implementing daily learning programmes. Tamariki benefit from planned and deliberate acts of teaching.
The inclusion of te reo Māori in the curriculum requires improving. Tamariki show that they are keen to learn the language. Governors, kaimahi and whānau hold the importance of te reo Māori revitalisation in high regard. It is timely to prioritise this through developing an implementation plan to strengthen leaders and kaimahi capability. Tamariki te reo Māori language development is enhanced when progressive te reo Māori is a natural and normal part of their early learning experience.
Strategic planning requires strengthening. The recently developed strategic plan expresses the aspirational goals the whānau hold well. As a next step, governors and the whānau should develop action plans to support them to realise their goals. Tamariki benefit from sustainable and future focused practices.
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO and the whare kohungahunga leadership recommends developing a plan to address the matters raised in the key next steps.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
19 April 2024
| Location | Ōtautahi, Christchurch | ||
| Ministry of Education profile number | 65143 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 50 children, including up to 12 aged under 2 | ||
| Service roll | 31 children, including 7 aged under 2 | ||
| Ethnic composition | Māori 18, NZ European/Pākehā 7, Other 6 | ||
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:8 | Better than minimum requirements | |
| Review team on site | March 2024 | ||
| Date of this report | 19 April 2024 | ||
| Most recent ERO report(s) | Education Review, September 2019; Education Review, June 2016; Education Review, June 2013 | ||
Kāhore i te pai te tūnga | Me whakawhanake ake | He pai te tūnga | He tino pai te tūnga |
Kei te tino tūmāia ngā tamariki, puta noa i te whānuitanga o ngā tūmomo horopaki.
Ko ngā kitenga a Te Tari Arotake Mātauranga e whai pānga ana ki tēnei whakataunga i whakarāpopotohia ai ki raro iho nei.
Ko Te Waka Huruhurumanu ki Ōtautahi tētahi whare mātauranga kōhungahunga ā-whānau e tū ana ki ngā papa o Ara, te kuratini i Ōtautahi. He manawa whakahī tō te whānau mō tā rātou whakarato i te kounga kairangi o te atawhai me te mātauranga reo rua, e ahu mai ana i ngā ariā Māori, ngā uara Māori, me ngā whakapono Māori. Kua whakatūngia e te whānau tētahi poari e āta kāwana ana i te whare kōhungahunga. He pakari te kaiwhakahaere me te rōpū ārahitanga matua ki te kōkiri i ngā whakahaeretanga o ia rā. Kua rehitatia ngā kaiako katoa, ā, kei a rātou hoki ngā tohu mātauranga whakaako e tika ana. Kua raihanatia te whare kōhungahunga mō ngā tamariki 50, ā, kia 12 o rātou i raro i te rua o ngā tau. E 61 ngā tamariki ki te rārangi ingoa, he tiriwā te whai wāhi atu a ētahi. Kua whakaritea ngā tamariki kia rua ngā rōpū whakaako – tētahi rōpū o ngā pēpi, me tētahi rōpū o ngā tuākana. Ka whakapuaki te whānau i tētahi marautanga e tino kapo atu ana i te ngākau nuitanga o ngā tamariki ki te ako, e mau ana hoki i ngā wheako tūturu mō ngā tamariki katoa me ngā whānau katoa, ā, e poipoi ana hoki i ngā matea ako me te whakawhanaketanga torowhānui o ia tamaiti.
Ko ngā tamariki kei te pūtake o ngā whakataunga katoa. E whai hua ana ngā pūnaha i āta whakawhanakehia ai hei kāwana, hei whakahaere i te whare kōhungahunga i runga anō i te pakari o ngā māramatanga e pā ana ki ō rātou tūranga me ā rātou kawenga mahi. He whānui ngā tūmomo pūkenga me ngā tūmomo mōhiotanga o te poari e hāpai atu ana i te whai huatanga o ngā mahi kāwana. Ka whai wāhi atu ngā aromātai o roto i te whakawhanaketanga a te poari i ngā kaupapa rautaki matua e hāpai atu ana i ngā whakataunga mō te whakawhanaketanga tonu ā meāke nei. He tino aronga pū ki te whakapai tonutanga me te rōnakitanga o ngā tino painga mō ngā tamariki. Ko te toro atu ki ngā ratonga o waho e whakapakari ake ana anō i ngā tukanga me ngā whakataunga. E noho matua ana ko te waiora o ngā tamariki, ngā kaiārahi, ngā kaiako, me te whānau. E whai hua ana ngā pūnaha e whakahaere ai i te āhua o ngā mahi. E āta whakatutukihia ana ngā matea o ngā tamariki me ngā whānau.
E whai hua ana ngā tamariki nā te pai o te ārahitanga. He tino mātau ia kaiārahi o te whare kōhungahunga, ā, ka whakatōpū rawatia e rātou aua pūkenga. E whai wāhi matua ana rātou ki te papai o te whakahaeretanga o te whare kōhungahunga me te waiora o ngā tamariki me te whānau. Ka tino whakawhirinaki atu tētahi ki tētahi, ā, ka rere pai tā rātou mahi ngātahi. Ka hāngai pū te rōpū ki ngā pūmanawa o ia tangata, ā, ka whai wāhi nui tēnei ki te whakapakari ake i ngā āheinga me te whai huatanga. He mātātoa te aro atu a ngā kaiārahi ki ngā wawata o te whānau me ā rātou mahi e whai wāhi atu ai ki te kaupapa. Ka whai pānga anō hoki aua mahi ki ngā whakataunga. Kua whakatōngia te aromātai o roto, puta noa i ngā whakahaeretanga katoa, ā, ka āta tāutu ngā kaimahi me te whānau i ngā āhuatanga pakari me ngā wāhanga anō hoki hei whakawhanake tonu. Ka whai pānga anō hoki taua aronga ki te whakapakaritanga ake o ngā mōhiotanga ngaio me ngā āheinga o te rōpū whakaako. Ka toro atu ngā kaiārahi ki ngā tohutohu o waho, hei hāpai i te waiora o ngā tamariki me te whānau. Ko tētahi āhuatanga pakari, ko te pai me te auau o ngā huarahi whakawhitiwhiti kōrero ki te whānau. E āta whakatutukihia ana te waiora o ngā tamariki.
E ako ana ngā tamariki ki tētahi taiao e poipoi ana i te reo Māori. Ka tuitui ngā kaiako i te reo Māori ki ngā wāhanga katoa o te hōtaka akoranga i whakamaheretia ai, ā, ki ngā whakawhitiwhiti kōrero anō hoki ki ngā tamariki. Ka rongo ngā tamariki i te reo o Ngāi Tahu, ā, ka whai wāhi atu hoki ki ngā tikanga me ngā reo ā-iwi o ngā iwi maha o Aotearoa. Ka āta whakapakari ngā kaiako i ngā hononga o ngā tamariki ki ō rātou whakapapa me ō rātou marae mā ngā whakaritenga o ia rā, tae atu hoki ki tā rātou whakapuaki mai i ō rātou pepeha. Kei te māia haere ngā tamariki ki te tū pakari me te whakaputa mai i ā rātou mihi mā te kaha tautoko mai o ngā kaiako me te whānau. E pou here ana ngā tikanga i ngā akoranga katoa i te whare kōhungahunga, ā, ka tāutuhia taua tūāhuatanga e ngā kaiako ki ngā aromatawai e pā ana ki ngā tamariki. Ko ngā kitenga e pā ana ki ngā tamariki te tūāpapa o ngā paki ako i ngā pūkete, ā, ka whakapuakihia ki ngā mātua. Ka ngākau nui ngā whānau ki te pānui i ngā kitenga a ngā kaiako, ā, ki te āhua o ngā mōhiohio e whakapuakihia ana mā rātou mō te ako a ā rātou tamariki. Kei te tūmāia ngā tamariki ki te waiata me te whakamahi i ngā kīanga, ngā kupu hoki e whai pūtake ana ki ā rātou tākaro. E whanake ana ngā tamariki ki te kōrero i ngā reo e rua.
Ka rongo ngā tamariki i te pai, te aroha, te manaakitanga, me te atawhai anō hoki o te whakawhanaungatanga. He tino tauira ngā kaiako mō ngā tamariki, i roto i te āhua o ā rātou mahi ki waenga i a rātou anō, ā, ki ngā mātua hoki. Ka akiaki rātou i ngā tamariki ki te whakawhanake i tō rātou tūmāia ki te āta taunekeneke ki ō rātou hoa, ā, ki ētahi atu hoki. Ka noho maioha te whānau ki te āhua o te atawhai me te aroha e ūhia ana ā rātou tamariki e ngā kaiako me ngā kaiārahi. He tini ngā whai wāhitanga mō ngā tamariki ki te whai wāhi ki ētahi atu. E hāpaitia ana tō rātou manaaki i ētahi atu, tā rātou tohatoha rauemi, me tā rātou mahi ngātahi ki waenga i a rātou anō. Ka tino aro nui ngā kaiako me ngā kaiārahi ki ngā tamariki. Ko ngākau nuitanga ake, ngā pūmanawa, me ngā matea o ia tamaiti kei te pūtake o ngā hōtaka akoranga i āta whakamaheretia ai. E ākina ana hoki te pupū ake o te ako me te tūhura. He ngākau titikaha ō rātou ki te tīpako, te tākaro, me te whai wāhi atu ki te whānuitanga o ngā tūmomo rauemi o roto, o waho hoki i te whare. E hāpaitia ana te tākaro takitahi me te tākaro takirōpū. Ka hono atu ngā kaiako, ā, ka whakapuaki i te reo e whakawhānui ana i ngā tirohanga a ngā tamariki ki tō rātou ao. Ka whakapuaki ngā kaiako i ngā wā e wātea ana te tamaiti ki te aro pū ki te tākaro noa mō te wā roa. Ka whai wāhi atu rātou inā ka tonoa e ngā tamariki. Ka taunekeneke ngā kaiako ki ngā pēpi i runga anō i te āhua o ō rātou matea. Ka aro atu ngā kaiako ki ngā tono a ngā tamariki, ā, ka akiaki rātou i ētahi atu tamariki ki te whakaatu me pēhea te whakamahi i ngā taputapu. Kei te tūmāia ngā tamariki hei ākonga.
Kāhore anō te whakamahinga o te whare kia whakatūturuhia. Kāhore he kī taurangi ki te taha o Ara. Tērā pea ka hiahiatia te whare e ngā kaiwhiwhi, ā, me whakawāteahia te whare. E akiaki ana Te Tari Arotake Mātauranga i te poari ki te kōkiri tonu i tētahi kirimini ōkawa ki Ara. Mā tēnā, ka whakatūturuhia te noho o te pokapū nei ki te wāhi nei. E pā tōraro ana tēnei āhuatanga ki te rōnakitanga o te whare kōhungahunga.
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:
Ko te tikanga, ka whakatairanga ngā ratonga mātauranga kōhungahunga katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.
Gloria Takuira
Toka ā-nuku Whakakapi
09 Mahuru, 2019
Te tūwāhi | Kei Ōtautahi | ||
Te tau a Te Tāhuhu o te Mātauranga | 65143 | ||
Te tūmomo raihana | He Ratonga Mātauranga me te Atawhai | ||
Te ture raihana | Ture Mātauranga (Kōhungahunga) 2008 | ||
Te tokomaha mō te raihana | 50 ngā tamariki, kia 12 ki raro i te rua o ngā tau | ||
Te tokomaha kei te rārangi ingoa | 61 | ||
Te ira tangata | Kōtiro 34 Tama 27 | ||
Ngā hononga ā-iwi | Māori Pākehā Tonga Tauiwi | 47 9 3 2 | |
Ōrau o ngā kaiako e mau ana i ngā tohu mātauranga | 80% + | ||
Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki | Ki raro i te rua tau | 1:4 | He pai kē atu i ngā herenga tikanga moroiti |
Ki runga ake i te rua tau | 1:8 | He pai kē atu i ngā herenga tikanga moroiti | |
Te wā i te whare kōhungahunga te rōpū arotake | 23-24 Hōngongoi 2019 | ||
Te wā o tēnei pūrongo | 09 Mahuru, 2019 | ||
Ngā pūrongo o mua ā Te Tari Arotake Mātauranga | Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga | Pipiri 2016 Pipiri 2013 Hui-tanguru 2010 | |
| Not well placed | Requires further development | Well placed | Very well placed |
Children are highly confident across a wide range of contexts.
ERO's findings that support this overall judgement are summarised below.
Te Waka Huruhurumanu ki Otautahi is a whānau based early learning centre located on the campus of the Institute of Technology in Christchurch. The whānau pride themselves on the provision of a bilingual, high quality care and education based on Māori concepts, values and beliefs. Whānau have an elected board that effectively govern the centre. A manager and senior leadership team successfully oversee day to day operations. All teachers are registered with the necessary teaching qualifications. The centre is licensed for 50 children including up to 12 under the age of 2 years. There are 61 children on the roll, some of whom attend only part time. The children are organised into two teaching groups- a baby group and tuākana group. Whānau deliver a highly engaging curriculum that provides genuine experiences for all tamariki and whānau, embracing individual needs and holistic development.
Children are at the centre of all decision making. There are well developed effective systems in place to govern and manage the centre with a sound understanding about their individual and collective roles and responsibilities. The board have a broad range of skills and expertise that support effective governance practices. Internal evaluation informs the board to develop strategic priorities to make decisions that support future developments. There is a deliberate focus on continual improvement and sustainability of positive outcomes for children. Collaboration with external agencies adds rigour to processes and decision making. The wellbeing of children, leaders, kaiako and whānau are prioritised. Performance management systems are effective. Children and whānau needs are well-served.
Children benefit from effective leadership. Collectively and individually, the centre leaders have vast experience. They are critical to the effective management of the centre and the wellbeing of children and whānau. They have a high trust model where they work seamlessly together. A strengths-based approach across the team supports building capability and effectiveness. Leaders actively respond to whānau aspirations and contributions. These inform decision making processes. Internal evaluation is embedded across all operations where staff and whānau rigorously identify strengths and areas that require further development. This includes building professional knowledge and capability in the teaching team. Leaders seek external advice to support children and whānau wellbeing. Effective and regular communication with whānau is a strength. Children’s overall wellbeing is well served.
Children learn in an environment that nurtures te reo Māori. Kaiako weave te reo Māori through the planned learning programme and into conversations with children. Children hear te reo o Ngai Tahu and are exposed to cultural practices and dialect from tribes throughout Aotearoa. Kaiako ensure children’s links to their whakapapa and marae through daily practice including the sharing of their pepeha. Children are gaining confidence to stand tall and deliver their mihi with close support from Kaiako and whānau. Tikanga underpins all learning in the centre and Kaiako identify these through children’s assessments. Observations of children are the foundation for learning stories in profile folders that are shared with parents. Whānau enjoy reading kaiako observations and are highly satisfied with the information that they receive about their children’s learning. Children confidently sing and use phrases and words that have meaning in their play. Children are developing as bilingual speakers.
Children experience positive, loving, caring and nurturing relationships. Kaiako are effective role models for children in the ways they work with each other and with parents. They encourage children to develop confidence to interact positively with their peers and others. Whānau appreciate the way kaiako and leaders nurture and love their children. Children have multiple opportunities to engage with others. They are supported to care for others, share resources and work cooperatively with each other. Kaiako and leaders are highly responsive to the children. Children’s individual interests, strengths and needs are the focus of planned learning programmes. Spontaneity and exploration are encouraged. They confidently select, play and interact with a broad range of resources inside and out. Independent and group play is encouraged. Kaiako join in and provide language to extend children’s views of their world. Kaiako enable sustained periods of play without interruption. They engage with children upon invitation from them. Kaiako interact with babies on a needs-basis. Kaiako respond to requests from children and encourage other children to demonstrate how to use equipment. Children are confident learners.
The centre use of the premises cannot be assured. There is no memorandum of understanding with the Institute of Technology. There is a possibility that the premises could be required by the owners necessitating the exit from the present site. ERO encourages the Board to continue to seek a formal agreement with the Institute of Technology. This will ensure the long-term future of the centre where it is presently located. The future of the centre is currently compromised.
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Gloria Takuira
Acting Toka ā-nuku
9 September 2019
| Location | Christchurch | |||
| Ministry of Education profile number | 65143 | |||
| Licence type | Education & Care Service | |||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |||
| Number licensed for | 50 children, including up to 12 aged under 2 | |||
| Service roll | 61 | |||
| Gender composition | Girls 34 Boys 27 | |||
| Ethnic composition | Māori NZ European/Pākehā Tongan Other European | 47 9 3 2 | ||
| Percentage of qualified teachers | 80% + | |||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements | |
| Over 2 | 1:8 | Better than minimum requirements | ||
| Review team on site | 23 - 24 July 2019 | |||
| Date of this report | 9 September 2019 | |||
| Most recent ERO report(s) | Education Review Education Review Education Review | June 2016 June 2013 Feb 2010 | ||
ERO’s overarching question for an immersion 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 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.
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.
| 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 te whānuitanga o tēnei whakataunga, kua whakarāpopotongia ki raro iho nei.
Ko Te Waka Huruhurumanu ki Ōtautahi tētahi whare kōhungahunga o te mātauranga me te atawhai ā-whānau e whakarato ana i te mātauranga reo rua. Kei Ōtautahi tēnei whare kōhungahunga, ki ngā papa o Te Mātāpuna o Te Mātauraka. E poipoi ana te whare kōhungahunga i ngā tamariki me ngā whānau e ahu mai ana i te whānuitanga o ō rātou hapori. Ka noho tahi Te Waka Huruhurumanu ki te taha o tētahi atu whare kōhungahunga, ā, nā tēnei ka taunekeneke, ka tautoko hoki ngā kaimahi katoa i a rātou anō, i roto i ā rātou mahi.
He poari tā Te Waka Huruhurumanu hei kawe i te kāwanatanga o te whare kōhungahunga. Ka ārahi te tikanga whakaaro, te tirohanga, te tauāki taketake me ngā wawata mō ngā tamariki i te nahanaha rautaki o te ārahitanga, ngā whakaaro, me ngā whakaritenga. Ko te whakawhanaketanga o ngā tamariki kei te pūtake o ngā whakataunga. Kua āta whakatōngia te arotake whaiaro a ngā kaimahi, me te whānau. Whakatutukihia ai i ia te wā te arotake whaiaro rautaki, ā, ka whakamōhio tēnei i ngā whakaritenga me te aronga i te whare kōhungahunga. Ka whai hua, ka whai pūtake anō hoki ngā whakaaro huritao ōkawa, me ērā ka pupū ake, me ngā aromātai me ngā mōhiohio arotake whaiaro. Ka ārahi ngātahi, ā, ka hāpai tēnei i te noho ngātahi puta noa i ngā whakaritenga katoa o te whare kōhungahunga. Ka whakahaere te poari, ngā kaiwhakahaere, me ngā kaimahi i runga i te whakapono ka whai pānga te kaikini o te arotake whaiaro ki te whakapaitanga ake o ngā putanga mō ngā tamariki, me te whakatutukitanga i ngā kawenga ki ngā tāngata e whai wāhi nui ana. Ka kitea te āheinga o te whare kōhungahunga ki te whakapūmau i tēnei taumata o ngā whakaritenga me ngā whakahaeretanga. E whai hua ana ngā tamariki nā te pakari o ngā whakaritenga e pā ana ki te arotake whaiaro.
Kei te rōpū whakahaere te kawenga ki te whakahaere i te whare kōhungahunga. Ko ētahi o ngā tohu mātauranga o ngā kaiako, ko tētahi tohu paerunga mō te whakaako i te reo rua me te rumaki, ko tētahi tohu paetahi mō te whakaako me te ako i te mātauranga kōhungahunga, ko tētahi tohu pōkairua mō te whakaako me te ako, me te tiwhikete mō te whakaora whāwhai. Kei ngā kaiako katoa tētahi tohu mātauranga mō te whakaako me te ako kōhungahunga. Ka arotahi ngā kaimahi ngaio ki te whai pānga me te whai huatanga o ngā hōtaka, ngā akoranga a ngā tamariki, te ahu whakamua me tō rātou whakawhanaketanga. He pai te mahi ngātahi a te poari, te rōpū whakahaere, me ngā kaimahi ki te whakahaere i te whare kōhungahunga. Ka whakapuaki ngā kaiārahi me ngā kaiako i tētahi aronga mātātoa ki te whakapakari i te whai huatanga o ngā mahi whakahaere ki te whare kōhungahunga.
Ko ngā tamariki kei te pūtake o te kaupapa o Te Waka Huruhurumanu. Ka oke ngā kaiako me te whānau ki te whakapuaki i tētahi marautanga ka aro nui ki ngā tamariki, ā, e pou herea ana ki ngā uaratanga o te whare kōhungahunga. Ko Te Whare Tapawhā a Mason Durie te tūāpapa mō ngā uaratanga o te whare kōhungahunga, pērā i te manaakitanga, te whakaute, te whanaungatanga, te reo Māori me ōna tikanga, me te aroha. I whakawhanakehia aua uaratanga matua nā te whakatōpū ngātahi i ngā whakaaro o ngā tāngata e whai wāhi nui ana. He āhuatanga motuhake ki ngā whakahaeretanga me ngā whakaritenga i te whare kōhungahunga. Ka whakanui rātou i ngā hononga papai, ngā hononga matawhānui hoki ki roto i te hapori whānui o Te Waka Huruhurumanu, ā, ki tua atu hoki.
He mātātoa te whai wāhi atu a ngā tamariki ki te akoranga. Ka noho maioha te whānau ki te atawhai me te manaakitanga ka rangona ki Te Waka Huruhurumanu. Ka whakanui te whānau i ngā mōhiohio ka whakapuakihia e ngā kaiako ki a rātou mā ngā paki kōrero ako, ngā puka kōrero o ia rā, me ngā kōrero urupare, ngā kōrero hāpai i ia te wā. Ka whakanui Te Waka Huruhurumanu i ngā hononga ā-whānau, ā, ka tautāwhi i te whānuitanga o ngā tūmomo ahurea me ngā tūmanako mō ngā tamariki. Ka puāwai ngā tamariki ki tētahi taiao e whakanui ana i ngā hononga ā-whānau.
He pakari te whakatewhatewha, te tūhura hoki a ngā tamariki ki tō rātou taiao ako o roto, o waho. He pokapū taumahi e mau ana i te whānuitanga o ngā tūmomo rauemi, ā, e poipoi ana ēnei i ngā matea me ngā ngākau nuitanga o ia reanga. He pai te mahi ngātahi a ngā kaiako, te whānau, me ngā mātanga ki te hāpai i ngā matea ake o ia tamaiti i roto i ā rātou akoranga me ō rātou whakawhanaketanga. He maha ngā whai wāhitanga a ngā tamariki ki te mahi me te tākaro hei tuakana, ā, hei teina hoki. Ka whakapakari te whanaungatanga i te tuakiri, te aronga toi whenuatanga, me te waiora o ngā tamariki. Nā ngā tūmanako me ngā mahinga, e āhei ana ngā tamariki ki te whakawhanake hei ākonga nohinohi e kōkiri ana i āna akoranga, ā, e mahi ngātahi ana hoki. Ka whai wāhi ngā tamariki, ka whakahihiritia, ka whakawerohia hoki rātou.
Ka whakaongaongatia ngā matea me ngā ngākau nuitanga o ngā tamariki. He pai te whakaritenga o te hōtaka o ia rā, ā, ka whakatutukihia te whānuitanga o ngā ngākau nuitanga me ngā matea. Ka ngākau nuitia ngā taumahi ā-tairongo, ā-kakano hoki, ā, he ngahau hoki ēnei. He whakahihiri, he kipakipa hoki ngā whakawhitinga kōrero e haere tonu ana ki waenga i ngā tamariki me ngā kaiako. He mātātoa te whakanui a ngā kaiako i ngā taunekeneke a ngā tamariki, hei hāpai i ngā akoranga. E ako ana ngā tamariki i ngā rautaki ka hāpai i tō rātou tiaki, tā rātou whakahaere anō hoki i a rātou anō. Ka whakamanatia tā rātou kawe ake i ā rātou ake akoranga, hei hāpai i ō rātou ake waiora, ā, i te waiora anō hoki o ētahi atu. He tau ngā tamariki ki tētahi taiao e whakawātea ana i a rātou ki te whakatau whakaritenga i roto i ngā akoranga.
E ako ana ngā tamariki i ngā kupu me ngā kīanga māmā o te reo Māori ka rangona whānuitia. Ahakoa ko te reo Pākehā te reo matua o ngā taunekeneke, ka whakatauira, ka whakanui hoki ngā kaiako i te reo Māori ki ngā tamariki. Ko ngā karakia, ngā waiata, te pānui pukapuka me te kori tinana ētahi o ngā taumahi ako reo Māori o ia rā. Ka ako ngā tamariki i ngā tūmahi me ngā kīanga māmā i a rātou e tākaro ana, e taunekeneke ana hoki. Ko te whānuitanga o ngā taumahi ki te hōtaka e hāpai ana i ngā tamariki ki te whakamahi i te reo. E whakaae ana te whānau me ngā kaimahi, e tika ana kia arotahi ake, kia rautaki ake hoki rātou hei whakapiki ake i te whakamahinga a ngā kaimahi, ngā tamariki, me te whānau i te reo Māori. E tupu ana te whakamahinga a ngā tamariki i te reo Māori.
E tika ana, kia arotake, kia whakahou ake, kia whakatinana ake hoki te rōpū whakahaere me te poari o te whare kōhungahunga i ngā kaupapa here, ngā tukanga, me ngā aratohu e pā ana ki te arohaehae. Me hāngai hoki taua arotake ki te whakawhanaketanga ngaio me ngā arohaehae hei kaupapa matua, ā, me whakapau kaha anō hoki ki te whakatutuki i ngā whakarerekētanga me ngā tikanga o te Matatū Aotearoa.
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:
Ko te tikanga, ka whakatairanga ngā ratonga mātauranga kōhungahunga katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.
I kitea e Te Tari Arotake Mātauranga, ā, i runga anō i ngā tikanga ā te Matatū Aotearoa, me arohaehae ngā kaiārahi ngaio o tētahi whare kōhungahunga i ngā kaimahi e whakaako ana, i runga anō i Ngā Paearu mō Ngā Pouako i whakaritea ai, i whakapūmautia ai hoki e te Matatū Aotearoa mō te tuku, te whakahou ake anō hoki i ngā tiwhikete whakaako, i raro i te Wāhanga 31 o te Ture Mātauranga o 1989.
Ka arotake anō Te Tari Arotake Mātauranga i Te Waka Huruhurumanu ki Ōtautahi i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
23 Pipiri, 2016
| Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Te Waka Huruhurumanu ki Ōtautahi Early Learning Centre (Te Waka Huruhurumanu) is a whānau-based education and care centre offering bilingual education. The centre is in Christchurch on the Ara Institute of Canterbury campus. The centre caters for children and whānau from within their diverse community. Te Waka Huruhurumanu share some of the facilities with another centre, which makes it possible for all kaimahi to interact and support each other in their work.
Te Waka Huruhurumanu has a board in place responsible for the governance of the centre. Huruhurumanu. The philosophy, vision, mission and aspirations for children guide strategic leadership, thinking and action. Children’s development is at the forefront of decision making. Whānau and kaimahi have a well-established culture of self-review. Regular and strategic self-review informs centre practices and direction. Formal and informal reflections and self-review information are useful and meaningful. There is shared leadership support across centre practices. The board, management and kaimahi believe that critical self-review leads to improved outcomes for children and accountability to key stakeholders. Centre capacity to sustain current levels of practice and operation is evident. Children benefit from strong self-review practices.
The rōpū whakahaere are responsible for centre management. Kaiako qualifications include Postgraduate in Bilingual/Immersion Teaching, Bachelor of Teaching and Learning (ECE), Diploma of Teaching and Learning and First Aid. All kaiako have a qualification in teaching and learning (ECE). Professional staff focus on the impact and effectiveness of programmes, children’s learning, progress and development. The Board, rōpū whakahaere and kaimahi work well together to manage the centre. Leaders and kaiako articulate a proactive approach to strengthen the efficient management of the centre.
Children are at the heart of the kaupapa of Te Waka Huruhurumanu. Kaiako and whānau strive to deliver a responsive curriculum that is underpinned by the centre’s values. Mason Durie’s Te Whare Tapawhā provides a foundation for the Centre’s values of manaakitanga, whakaute, whanaungatanga, te reo Māori me ōna tikanga and aroha. These core values were developed in collaboration with stakeholders. They are key elements in the operations and practices of the centre. They value positive and constructive relationships within and beyond the diverse community of Te Waka Huruhurumanu.
Children are actively engaged in learning. Whānau appreciate the warm and welcoming atmosphere of Te Waka Huruhurumanu. Whānau value information shared by kaiako through learning stories, daily notebooks and regular feedback and feed forward. Te Waka Huruhurumanu celebrate whānau connections and embrace diverse cultures and expectations for children. Children thrive in an environment where whānau connections are celebrated.
Children confidently investigate and explore their indoor and outdoor learning environment. Activity centres with a range of resources cater for age group needs and interests. Kaiako, whānau and specialists work well together to support children with specific learning and developmental needs. Children have many opportunities to work and play as tuakana, teina. Whanaungatanga strengthens children sense of identity, belonging and wellbeing. Expectations and routines enable children to develop as independent and cooperative young learners. Children are engaged, motivated and challenged.
Children needs and interest are stimulated. The daily programme is well organised and cater for a range of interests and needs. Practical sensory and tactile activities are popular and fun. Conversations among children and kaiako are interesting, probing and ongoing. Kaiako actively promote peer interactions to support learning. Children are learning self-care and self-management strategies. They are empowered to take responsibility for learning, for the wellbeing of self and others. Children are settled in an environment where they make choices in their learning.
Children are learning simple, familiar te reo Māori words and phrases. While English is the main language of interaction, kaiako model and promote te reo for children. Karakia, waiata, pānui pukapuka and kori tinana are daily language learning activities. Children learn action words and simple phrases in their play and interactions. A full programme of activities engages children in language use. Whānau and kaimahi agree that more focus and strategy is required to increase the use of te reo Māori by kaimahi, children and whānau. Children are growing in their use of te reo Māori.
The centre management and board review, update and implement appraisal policies, procedures’ and guidelines. The review should prioritise professional development, appraisal and Education Council 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO has found that the Education Council requires professional leaders of the service to appraise staff in teaching positions based on the Practising Teacher Criteria established and maintained by the Education Council for the issue and renewal of practising certificates under Part 31 of the Education Act 1989.
The next ERO review of Te Waka Huruhurumanu ki Ōtautahi Early Learning Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
23 June 2016
| Location | Christchurch | |||
| Ministry of Education profile number | 65143 | |||
| Licence type | Education & Care Service | |||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |||
| Number licensed for | 50 children, including up to 12 aged under 2 | |||
| Service roll | 52 | |||
| Gender composition | Boys 26 Girls 26 | |||
| Ethnic composition | Māori Pākehā Pacific Other | 34 14 2 2 | ||
| Percentage of qualified kaiako | 80% + | |||
| Reported ratios of staff to children | Under 2 | 1:4 | Meets minimum requirements | |
| Over 2 | 1:8 | Meets minimum requirements | ||
| Review team on site | April 2016 | |||
| Date of this report | 23 June 2016 | |||
| Most recent ERO report(s) | Education Review Education Review Education Review | June 2013 February 2010 January 2006 | ||
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.
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.