Raroera Te Puawai Puna Reo

1 Te Aromātai i Te Puna Whakatupu o Raroera Te Puāwai   

He pēhea te tūnga o Te Puna Whakatupu o Raroera Te Puāwai ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki?

He pēhea rawa ngā tamariki e whakaatu i tō rātou māramatanga ki te whanaungatanga? 

E āta whakatinana ana ngā tamariki i tō rātou tino māramatanga ki te whanaungatanga mā te āhua o tō rātou whai whakaaro nui ki ētahi atu, me tō rātou manaaki, ā rātou taunekeneke anō hoki ki ētahi atu.

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

He Whakamārama

E tū ana Te Puna Whakatupu o Raroera Te Puāwai ki Te Rapa, i Kirikiriroa. Kei te papa akoranga o Raroera tēnei o ngā puna o Te Wānanga o Aotearoa. Ko ngā whānau o ngā tamariki o te puna, he ākonga, he kaimahi rānei o Te Wānanga o Aotearoa. E rima ngā puna whakatupu o Te Wānanga o Aotearoa e tū ana ki te Ika-a-Māui. E whakahaerehia ana ngā puna katoa mā ngā uaratanga me ngā mātāpono o Te Wānanga o Aotearoa. I te wā o te arotake o mua, kua tīmata noa te puna ki te whakawhiti atu i ngā tikanga whakaaro, ngā ariā, me ngā whakaritenga o te mātauranga kōhungahunga, ki ērā e whai pānga matua ana ki te mātauranga Māori. Nā tēnei, he nui hoki ngā kaimahi i whakawhanake haere i ō rātou whakaaro. Ko te whai wāhi atu a te puna whakatupu ki tētahi kaupapa rangahau a Te Whare Wānanga o te Upoko o te Ika-a-Māui, i āta whakanikoniko ake i te tirohanga arohaehae a ngā kaimahi ki ā rātou mahi. Kua whai pānga anō hoki tēnei ki te whai huatanga o te aromātai o roto e whakatutukihia ana puta noa i te puna.

Koia nei tētahi o ngā arotake i whakatutukihia ai ki ngā puna whakatupu e rima o Te Wānanga o Aotearoa.

Ngā Whakaaturanga o te Arotake

E ako ana ngā tamariki ki tētahi taiao e mau nei i ngā hononga whai pūtaketanga e whakaaweawe ana i ngā akoranga katoa. Ka whakatauira ngā kaimahi i te aroha, te tiaki, me te manaaki i roto i ā rātou taunekeneke katoa ki ngā tamariki. He aroha, he manaakitanga anō hoki tō ngā taunekeneke a ngā tuākana ki ngā tēina. Ka whai wāhi nui rātou ki te whakawhitiwhiti whakaaro ki waenga i a rātou anō. He pai tā rātou mahi ngātahi i ngā wheako akoranga. Ka tuitui ngā kaimahi i te mātauranga Māori ki ngā akoranga a ngā tamariki, hei whakawhānui ake i ō rātou whakaaro. He maha ngā huarahi ka whāia hei poipoi i ngā tamariki e mau ana i ngā matea matatini. Ka mahi ngā kaimahi ki te taha o te whānau me ngā ratonga o waho, ki te whakamahere i ngā hōtaka e whai pānga ana, e tika ana hoki mō ngā tamariki e mau ana i ngā matea matatini. E tupu ana ngā tamariki hei ākonga mātau.

E tino whai hua ana ngā whakahaeretanga me ngā pūnaha o te puna, me te whakatinanatanga anō hoki o aua tūāhuatanga. Ka mahi ngātahi te kaiwhakahaere o te puna whakatupu, ngā kaiārahi o te marautanga, me ngā kaimahi ki te āta whakarite i te whakatinanatanga o ngā pūnaha katoa e pā ana ki te kāwana. Kei te kaiwhakahaere o te puna whakatupu te kawenga ki te whakapakari ake i te āheinga o ngā kaimahi ki te ārahi, me te hāpai anō hoki i te haere tonutanga o te whanaketanga ngaio. Ka tuitui ngā kaimahi i te mātauranga Māori, ā, e hāpai ana tēnei i ngā tirohanga me te tikanga whakaaro o te puna whakatupu. E mōhio ana te whānau kei te whakarato ngā kaimahi i te tino atawhai me te tino mātauranga ki ā rātou tamariki. Kua āta whakaritea ngā tukanga pakari e pā ana ki te aromātai o roto. Ka whai wāhi te whānau, ngā kaiārahi o te puna whakatupu, me ngā kaimahi ki te tukanga arotake. He tino aronga ki te whakapai ake i te whakaako me te ako. Ko te ako, te waiora, me te toi whenuatanga anō hoki o ngā tamariki, te aronga o ngā whakahaeretanga ki te puna whakatupu.

E whakamahi ana ngā kaimahi i ngā tukanga e whai hua ana ki te aromatawai i ngā tamariki, me te whakamahere, te aromātai hoki i te hōtaka akoranga. Ka whai wāhi anō hoki te whānau ki taua tukanga. Ka tohu ngā aromatawai i te ako e kōkirihia ana e ngā tamariki. E ahu mai ana ngā mahere i ngā ngākau nuitanga o ngā tamariki me te mātauranga Māori. Ko ngā whakaaro huritao e ārahi ana i te aromātai hōtaka a ngā kaimahi. E whiwhi ana ngā tamariki i ngā painga ka ahu mai i ngā mahi whakamahere e arotahi ai i ia te wā ki te whakapai ake i te kounga o te taiao ako.

E hāpai ana Te Wānanga o Aotearoa i te taha kāwana o ngā puna whakatupu. E arahina ana ngā puna katoa ki te tirohanga me ngā uara o Te Wānanga o Aotearoa. E mahi ana te kaiwhakahaere whakaritenga ki waenga i Te Wānanga o Aotearoa me te puna whakatupu. Ko te whakamahere rautaki whānui, te rautaki whakawhitiwhiti, me te arotake o roto e whakawhanakehia ai mā te whakawhiti whakaaro ki ngā kaiwhakahaere me ngā kaiārahi o ngā rōpū o te puna. Kei te pūtake o ngā whāinga rautaki me te arotake o roto, ko te whakatairanga i te mātauranga kōhungahunga, te noho matua o te mātauranga Māori, me te whakapuakitanga rōnaki o te mātauranga kōhungahunga o te kounga kairangi. He pakari ngā arotake o roto o ngā pūnaha, ā, ka whai pānga hoki ēnei ki te āhua o ngā whakapaitanga. Ka aroturuki te kaiwhakahaere o te puna i te ahu whakamua o ngā wāhanga hei whakapai ake. Ka pūrongotia aua wāhanga ki ngā hui ā-motu o ngā kaiārahi. E whiwhi ana ngā tamariki i ngā hua o tētahi pūnaha kāwana, whakahaere hoki e arotahi ana ki tā rātou mātauranga me tō rātou waiora.

Ngā Whakaritenga Matua ka Whai Ake

Kia kōkiri whakamua tonu te whakahaeretanga, te kāwana, ngā kaiārahi matua, me ngā kaimahi i tā rātou whai i te kounga o te mātauranga e pou herea ana ki te mātauranga Māori, hei painga mō ngā tamariki. 

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.

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. Kua whakatutukihia ngā herenga ā-ture katoa.

Te aromātai ka whai ake

Hei ā hea Te Tari Arotake Mātauranga aromātai anō ai i te whare kōhungahunga rumaki reo Māori?

Ka aromātai anō Te Tari Arotake Mātauranga i Te Puna Whakatupu o Raroera Te Puāwai i roto i ngā tau e whā.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

30 Kohitātea, 2018 

2 Ngā kōrero e pā ana ki te Ratonga Mātauranga Kōhungahunga 

1 Evaluation of Te Puna Whakatupu o Raroera Te Puāwai

How well placed is Te Puna Whakatupu o Raroera Te Puāwai to promote positive learning outcomes for children?

How well do children demonstrate their understanding of whanaungatanga?

Children demonstrate a very good understanding of whanaungatanga through the ways they consider and interact with others.

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

Background

Te Puna Whakatupu o Raroera Te Puāwai is located in Te Rapa, Hamilton. It is based on Raroera Campus, an education site of Te Wānanga o Aotearoa (TWoA). The whānau of the children who attend are students and staff members of TWoA as well as local community members. Te Wānanga o Aotearoa have five puna whakatupu that are based across the North Island. All puna operate under the values and principles of TWoA. At the time of the previous review, the puna had just begun to transition from the philosophies, theories and practices of early learning to that of mātauranga Māori. This has meant a major mind shift for many of the kaimahi. The participation of the puna in a research project conducted by the Victoria University has resulted in kaimahi applying a highly critical lens to their work. This has also contributed to the effective nature of internal evaluation that is carried out across a number of areas of operations and practices.

This review was part of a cluster of five Puna Whakatupu under the auspices of Te Wānanga o Aotearoa. 

The Review Findings

Children learn in an environment where meaningful relationships are the basis of all learning. Kaimahi model concepts of aroha, tiaki and manaaki in their interactions with children. Tuākana treat their tēina in loving and caring ways. They are able to have conversations with one another. They work well together in shared learning experiences. Kaimahi integrate mātauranga Māori in to children's learning to extend their thinking. Children with diverse needs are catered for in a number of ways. Kaimahi work with whānau and external agencies to plan relevant and appropriate programmes for children with diverse needs. Children are growing as competent learners.

The operations and systems of the puna are highly effective. The puna manager, curriculum leaders and kaimahi work in a collaborative manner to ensure that all governance systems are implemented. The puna manager is responsible for building leadership capacity amongst her kaimahi and supporting ongoing professional development. Kaimahi incorporate mātauranga Māori and this supports the visions and philosophy of the puna. Whānau acknowledge that kaimahi provide the best possible care and education for their children. There are well established and robust processes for internal evaluation. Whānau, puna leaders and kaimahi contribute to the review process. There is a strong focus on improvements for teaching and learning. Children’s learning, wellbeing and belonging is the focus of puna operations.

Kaimahi use effective processes to assess children and plan and evaluate the learning programme. Whānau contribute to this process. Assessments reveal learning that is guided by children. Planning is based on children's interests and Mātauranga Māori. Reflective questions guide programme evaluation for kaimahi. Children benefit from planning that focuses on improvements to the quality of the learning environment.

Te Wānanga o Aotearoa (TWoA) provides governance support for Ngā Puna Whakatupu. All puna are guided by the vision and ngā uara o TWoA. The operations manager works as a conduit between TWoA and the puna. The overall strategic planning, communications strategy and internal review are developed in consultation with the managers and team leaders of the puna. At the centre of strategic goals and internal review is the promotion of early childhood education, prioritisation of mātauranga Māori and sustainable delivery of high quality early childhood education. Internal reviews of systems are robust and leads to improvement. The puna manager monitors progress on areas for improvement. These are reported at a national leadership hui. Children benefit from a governance and management system that focuses on their education and wellbeing.

Key Next Steps

That management, governance, senior leadership and kaimahi continue to push the boundaries in pursuit of quality of education for children that is underpinned by mātauranga Māori.

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. There were no areas of non-compliance

Next Evaluation

When is ERO likely to evaluate the immersion centre again?

The next ERO evaluation of Te Puna Whakatupu o Raroera Te Puāwai will be within four years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

30 January 2018 

2 Information about the Early Childhood Centre 

3 General Information about Immersion Early Childhood Reviews

ERO’s Evaluation Framework

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.

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.

1 Te Puna Whakatupu o Raroera Te Puawai Te Aromātai i

He pēwhea tā ngā tamariki whakatinana i te poipoitanga me te akiakitanga o tō rātou māia me tō rātou tuakiritanga?

He tauira māia ngā tamariki, ā, e akiakitia ana, e poipoitia ana ō rātou motuhaketanga, ō rātou tuakiritanga.

Ko ngā whakaaturanga a te Tari Arotake Mātauranga, hei hāpai i tēnei whakataunga, i whakatakotohia ai ki raro iho nei.

He Whakamārama

Te ArohaTe WhakaponoNgā TureKōtahitanga

Ko tā Te Wānanga o Aotearoa (TWOA) he whakarato i ngā āhuatanga kāwanatanga me ngā whakahaere, hei tautoko i Ngā Puna Wānanga i a rātou e mahi ana i te tukanga whakatūturu kounga. Mai i ngā kawa, ki ngā tikanga, tatū atu ki ngā whakahaere e arahi ana rātou i te whakatairangatanga o ngā hua ako ki ngā tamariki katoa. Ko te rautaki whakamua me ngā mātāpono o TWoA he whakaratotanga e māro ai te tuāpapa mō ngā mātāpono me ngā whakahaere a ngā puna whakatupu. He hua e puta mai ana i ngā panonitanga a TWoA e haere ana i tēnei wā, ā, kei te pā ēnei ki ngā puna whakatupu. Hei āpiti atu ko te panonitanga o ngā kanohi o ngā puna hei puna whakatupu.

E tū ana Te Puna Whakatupu o Raroera Te Puawai ki te pākaiahi o Raroera, ki Te Rapa, kei Kirikiriroa. Ko Raroera Te Kakano te puna tuatahi i whakatūria e Te Wānanga o Aotearoa. I te tau 2003 i huakina ai a Raroera Te Puawai hei whakakapi i a Te Kākano. Ko te tikanga o Te Puawai, he puāwai. Ko te wawata nui o ngā kaimahi mō ngā tamariki o te puna whakatupu kia whakatinanahia ai e rātou ō rātou pitomata katoa hei ākonga.

Ko te nuinga o ngā whānau o ngā tamariki e ako ana ki te puna whakatupu, he tauira he kaimahi rānei nā Te Wānanga o Aotearoa, tatū atu ki ērā nō te hāpori. He maha ngā pānuitanga me ngā kōrerotanga ki te whānau mō ngā panonitanga ka pā ki ā rātou tamariki. He mea whai mana a rātou tākoha ki te hōtaka. He manaakitanga, he whakapono te whanaungatanga i waenganui i ngā kaimahi me te whānau.

E arahi ana te kaiwhakahaere i ngā whakatikatanga mā roto mai i te whakatauira, i te mahi tahi me te ū ki te tiaki me te ako i ngā tamariki. He wairua atawhai e pūpū ana i ngā kaimahi, ā, he pai te māheretanga me ngā whakaritenga mō te whakakitenga me ngā whāinga. E akiaki ana te rangatiratanga i ngā kaimahi kia whai whakaaro ki te tapu o ngā whakatikatika e haere ake ana.

Kei te tino aro ki ngā tikanga me te kawa a Tainui. E ū tonu nei te reo Māori me ngā tikanga Māori i te kaha o te kuia mōrehu ki te manaaki. He māro te ū ki te whakapakari i ngā kaimahi ki te kōrero i te reo Māori.

Ko tēnei arotake tētehi o ngā kāhui puna e rima i whakatūria e Te Wānanga o Aotearoa.

Ngā Kitenga o te Arotake

E tomo ana ngā tamariki ki te ako. He pai te whakahaeretanga me te whakaritenga o te hōtaka e ngā kaimahi. He whai mana te whanaungatanga i waenganui i ngā kaimahi me ngā tamariki. Ka mau tonu rātou ki te reo paki hei tākirikiri i ngā hinengaro o ngā tamariki. E kitea ana ngā tamariki hei ākonga māia.

He maha ngā wā kei te arataki ngā tamariki i a rātou anō ki te ako. He āhuatanga tēnei e wātea ai rātou ki te tomo ki ngā akoranga mō te wā roa. Ka whai wāhi atu ngā kaimahi ki ngā mahi motuhake a ngā tamariki mehemea, i te wā rānei e hiahitia ana rātou. He hononga ō ngā tamariki ki ō rātou akoranga.

E whai wāhi atu ana ngā tamariki ki ngā āhuatanga o te rangatira e hōrapa ana i te hōtaka ako. He mārire te whakanuiatanga o ngā tamariki e ngā kaimahi. E akiakitia ana te māiatanga me te mana o ngā tamariki.

Kei te ako ngā pīpī paopao ki te taha o ngā tuākana. He wāhi kua rāhuitia kia wātea te manaakitanga o o rātou hiahia. He rawe ki a rātou te whakatōmene i te puna i ngā wā e rata ana ki a rātou, i roto hoki i te wā. E koa ana ngā pīpī paopao ki roto i te ahurea huri kore, otirā, tō rātou ake ahurea.

E māro ana ngā māhere ako mā ngā tamariki kōpīpī. He mea whakarite ngā māhere nei i runga i te mahi ngātahi a ngā kaimahi, a te whānau me ngā āpiha o waho atu. He tika, he hāngai te tautokotanga o ngā tamariki e whakaratohia ana e ngā kaimahi. He pai te tuituitanga o ngā tamariki kōpīpī ki roto i te hōtaka ako.

Kua māheretia, ā, e haere tonu ana ngā arotake whaiaro i ngā mea whakahirahira kua whiriwhiria. E āwhinatia ana te panonitanga o ngā tikanga me ngā whakatinanatanga. E hāngai ana te arotake whaiaro ki Ngā Arohaehae Whai Hua. E haere ana ngā arotake mō ngā hua o ngā panonitanga puta noa i ngā whakahaeretanga a te puna. He kōrero pai ēnei hei tautoko i ngā whakatau a te whānau.

E whai wāhi ana ngā tukanga whakahaere mahinga ki te whakatutukitanga a te puna i te whakakitenga me ngā whāinga. Mārakerake te kite i ngā whāinga a ngā kaimahi hei mātanga, hei tangata noa nei hoki. He whai hua ngā kōrero nō muri, me ngā kōrero mō mua. Kei te whakatōkia tētehi pūnaha hou e hāngai ana ki ngā puna a te tau 2015.

Ngā mahi matua ka whai ake

• Whakaarotia ētehi huarahi kē atu ki te whakawhiti i te puna hei puna whakatupu. Me mātua mōhio te whānau mō ngā panonitanga o te wā
• Kia māheretia e te whānau me ngā kaimahi ētehi huarahi e nui ake ai te mātauranga Māori puta noa i te hōtaka, tae atu ki te kōrerotanga o te reo Māori
• Kia whakawhanake kē atu ngā mahi arotake. I tēnei wā e hopukina ana ngā āhuatanga i toko ake. Me whakaaro ngā kaimahi ki te whakaniko i te hōtaka mā te arotake e ai ki ngā whāinga kua māheretia
• Kia arotakengia te tukanga o tēnei wā mā ngā kaimahi, te hōtaka ako me te pānga ki ngā hiahia mō ngā pīpī paopao.

Te Whakatau a ngā Kaiwhakahaere ki ngā Wāhanga Tautukunga

I mua o te arotake, i whakakīia e ngā kaimahi me ngā kaiwhakahaere o Te Puna Whakatupu o Raroera Te Puawai i tētehi Tauāki Kupu Tūturu a te Pokapū me tētehi Rārangi Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou, i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

• te marautanga
• ngā whare me ngā rawa
• ngā whakaritenga e pā ana ki te hauora me te haumaru
• te kāwanatanga, te whakahaeretanga, me te whakahaere tari.

I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:

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

Ko tā ngā ratonga mātauranga kōhungahunga katoa mahi, ko te whakatairanga i te hauora me te haumaru o ngā tamariki, me te arotake i ia te wā i ā rātou whakatutukitanga o ngā herenga ā-ture.

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

Ka hoki atu pea Te Tari Arotake Mātauranga ki Te Puna Whakatupu o Raroera i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

10 Hakihea 2014

2 He Kōrero noa mō ngā Puna

Te Aromātai a Te Tari Arotake Mātauranga

Ko te pātai matua a Te Tari Arotake mō ngā arotake koia ko tēnei ‘He pēwhea te tau o Te Puna ki te whakatairanga i ngā hua ako e tika ana mā ngā tamariki?’ Ka anga Te Tari Arotake ki ngā pou kua whakamāramatia kei raro ake nei, arā, Ngā Pou Here:

• Pou Whakahaere– Te āhua o tā te puna whiriwhiri i te whakakitenga, i ngā mātāpono e nui ai ngā hua ki ngā tamariki
• Pou Ārahi– Te āhua o ngā whakatinanatanga o te rangatira e nui ai ngā hua ki ngā tamariki
• Mātauranga– Nō wai te mātauranga e whakamanahia ana, ā, he pēwhea te waihangatanga o te hōtaka e nui ai ngā hua ki ngā tamariki
• Tikanga Whakaako – Te āhua o ngā rautaki whakaako, ako hoki e manaakitia ai ngā hau e whā me te tautoko anō i te nui o ngā hua ki ngā tamariki

I roto i ēnei āhuatanga ka whiriwhiri Te Tari Arotake Mātauranga te tika o te arotake – ko te arotake whaiaro me te whanaungatanga – ko te mahi ngātahi ki ngā mātua me te whānau.

Ka arotake Te Tari Arotake kia kitea he pēwhea te tau o te puna ki te pupuri ki ngā tikanga whakaako pai me te whakawhanake tonu hei painga mō ngā tamariki o te puna.

Ko tētehi anga a te kāwanatanga kia whai wāhi atu ngā tamariki, inā rā ngā ākonga kōpīpī, ki ngā hua o tētehi puna kounga nei. Ka whakaputa pūronga Te Tari Arotake ki te kite i te āhua o tā te puna whakatairanga i ngā hua pai mā ngā tamariki katoa, e aro nei ki ngā tamariki Māori, nō te Moana-nui-ā-kiwa, ngā mea rite kore, ā, kei te takiwā o te rua tau te pakeke.

Ki te hiahiatia he kōrero kē atu mō ngā anga me Ngā Pou Here tēnā tirohia tā Te Tari Arotake Mātauranga whakakaupapa i ngā arotake mō ngā puna.

Tā Te Tari Arotake Whakatau me te Arotake e Whai mai ana

Kei te āhua o tā te puna whakatairanga i ngā hua nui mā ngā tamariki te tikanga he pēwhea tā Te Tari Arotake whakatau i ngā kitenga me te wā e hoki atu anō ai. Ko ngā wāhanga e mea ana:

• He pai te tūnga - Ka hoki atu Te Tari Arotake i roto i te toru tau

Kua oti i Te Tari Arotake ngā paearu o ngā wāhanga nei te whakawhanake. E wātea ana ēnei ki te pae tukutuku a Te Tari Arotake Mātauranga.

He Korowai Arotake

E hāngai ana ngā arotake a Te Tari Arotake ki te horopaki o ngā puna, ki te tū a ngā puna, hui katoa ana i raro i te anga o te arotake. Ko te whāinga kia whakaratohia he kōrero e pā ana ki te māra e hura ana i ngā tini hua ki ngā tamariki, ki te puna hoki.

1 Evaluation of Te Puna Whakatupu o Raroera Te Puawai

How well do children demonstrate that their confidence and identity is being nurtured and promoted?

Children are confident learners whose individuality and identity is encouraged and nurtured.

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

Background

Te Aroha

Te Whakapono

Ngā Ture

Kōtahitanga

Te Wānanga o Aotearoa (TWoA) provides governance and management support to Ngā Puna Whakatupu through their quality assurance processes. These include policies, procedures and practice guidance that promote positive learning outcomes for all children. The strategic vision and values of TWoA provide a solid foundation for the philosophy and practice of the puna whakatupu. TWoA is currently undergoing change which has had a positive and direct impact on the puna whakatupu. This has included the rebranding of centres from early learning centres to puna whakatupu.

Te Puna Whakatupu o Raroera Te Puawai is based at Raroera Campus in Te Rapa Hamilton. Raroera Te Kakano was the first early learning centre established by Te Wānanga o Aotearoa. In 2003 Raroera Te Puawai was opened and replaced Te Kakano. Te Puawai means to blossom. It is an aspiration of kaimahi that the children who attend the puna whakatupu will reach their fullest potential as learners.

The whānau of children who attend the puna whakatupu are predominantly students and staff of Te Wānanga o Aotearoa as well as the local community. Whānau are well informed and consulted about any changes that affect their children. Their input in to aspects of the curriculum is highly valued. Kaimahi have open, trusting relationships with whānau.

The centre manager leads improvement through modelling, collaboration and commitment to the care and education of children. Positive energy is generated by kaimahi and the vision and goals are well planned and organised. Leadership encourages a high level of reflection by all kaimahi to ensure ongoing improvements are a priority.

There is a strong focus on Tainui tikanga and kawa. The presence of a long serving kuia ensures that te reo Māori and tikanga Māori is maintained. There is a strong commitment to increasing the capacity of kaimahi to speak te reo Māori.

This review was part of a cluster of five early learning centres established by Te Wānanga o Aotearoa.

The Review Findings

Children are engaged in learning. The programme is well managed and organised by kaimahi. Kaimahi interactions with children are meaningful. They hold sustained conversations to extend and challenge children’s thinking. Children are viewed as confident learners.

Children often initiate and direct their own learning. This provides opportunities for them to be engaged in learning for sustained periods of time. Kaimahi become involved in children’s self-initiated activities when and if required. Children are connected to their learning.

Children are provided opportunities to participate in leaderships roles across aspects of the learning programme. Kaimahi affirm children’s successes in positive ways. Children’s confidence and mana is enhanced.

Babies learn with and alongside the older children. They have a space specifically organised to cater for their interests. They enjoy the freedom to explore the centre in their own time and at their own pace. Babies appear happy in their predictable and familiar learning environment.

Individual education plans are in place for children with special needs. These plans are developed in collaboration with kaimahi, whānau and external services. The support provided by kaimahi to these children is relevant and appropriate. Children with special needs are integrated successfully in to the learning programme.

Self review is planned, ongoing and responds to identified priorities. It informs changes to policies procedures and practices. Self review is based on Nga Arohaehae Whai Hua. There is ongoing review of the effectiveness of change across most aspects of centre operations. This provides good information to support whānau decision making.

Performance review processes contribute to the service achieving its vision and goals. Kaimahi professional and personal goals are clearly articulated. Feedback and feed forward is purposeful. A new system more aligned to the early learning centres is being implemented in 2015.

Key Next Steps

• Consider alternative ways to successfully transition the centre from an early learning centre to a puna whakatupu. Whānau should be informed of the change in status
• Whānau and kaimahi plan ways to increase mātauranga Māori throughout the curriculum including the use of te reo Māori
• Programme evaluation requires further development. Records currently describe what happened. Kaimahi should consider evaluating against planned goals with a view to programme improvement
• Kaimahi to review the current process for staffing the learning programme and the impact on the learning needs of babies.

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 immersion centre again?

The next ERO review of Te Puna Whakatupu o Raroera Te Puawai will be in three years

Lynda Pura-Watson

National Manager Review Services Māori (Te Uepū-ā-Motu)

10 December 2014

2 Information about the Immersion Early Childhood Service

3 General Information about Immersion Early Childhood Reviews

ERO’s Evaluation Framework

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.

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:

Well placed – The next ERO review in three years

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.