Tamariki Ataahua Early Learning Centre - 30/10/2015

1 Te Aromātai i te Ratonga

He pēhea te tūnga o Tamariki Ātaahua Early Learning Centre ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki?

Kāhore i te pai te tūnga

Me whakawhanake ake

He pai te tūnga

He tino pai te tūnga

He pai te tūnga o Tamariki Ātaahua Early Learning Centre ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki.

Ko ngā kitenga a Te Tari Arotake Mātauranga e hāpai ana i te whānuitanga o tēnei whakataunga, kua whakarāpopotongia ki raro iho nei.

He Whakamārama

E tū ana a Tamariki Ātaahua Early Learning Centre ki Panmure. He pakihi tūmataiti te whare kōhungahunga nei, ā, nō te tau 2014 i whakatūwheratia ai. Ko ngā kaipupuri o te ratonga nei, he kaiwhakahaere mātanga o te mātauranga kōhungahunga, ā, kua whai tohu mātauranga hoki. Kua raihanatia te whare kōhungahunga mō ngā tamariki 57, tae atu ki ngā tamariki 12 ki raro i te rua o ngā tau. Tekau mā whā ngā kaimahi, ā, kua riro i te tekau o rātou, ā rātou tiwhikete. Koia nei te arotake mātauranga tuatahi o tēnei whare kōhungahunga.

Ka whakanuia e ngā kaimahi o te whare kōhungahunga ngā tikanga me ngā kawa o Tainui. Ki tō rātou whakaaro, ko te whakarauora i te reo Māori me ngā tikanga Māori e noho matua ana, ā, kua whai wāhi aua āhuatanga ki te hōtaka akoranga. Ko ngā reo me ngā kōrero tuku iho o ngā tamariki nō iwi tangata kē atu ka kitea hoki, puta noa i te hōtaka a ngā tamariki. Ka hāngai te tikanga whakaaro, te tirohanga, me ngā whāinga ki te kounga o te mātauranga me te atawhai.

Ngā Whakaaturanga o te Arotake

Ka rongo ngā tamariki i ngā hononga e manaaki ana, e whakaute ana hoki. I ia te wā, ka whakakoia ngā kaiako i ngā whakamātau me ngā ekenga angitu a ngā tamariki. He tino tauira ngā tuākana ki ngā tēina, inā koa, i te wā ka hui tahi rātou mō ngā tūmomo taumahi. Ka tino mihia ngā tamariki i tā rātou taenga mai ki te whare kōhungahunga i ia rā. Kua tupu ō rātou tino hononga ki ngā kaiako, ā, ka tau pai. Ka whakarongo pīkari ngā kaiako, ā, ka whakanuia hoki ō rātou whakaaro. He pai ngā hononga o ngā kaiako ki ngā whānau me ngā tamariki, ā, e ahu mai ana ēnei i te whakaute, te whakawhirinaki, me te tauutuutu. Ka pou here te whanaungatanga i ngā taunekeneke katoa.

Ka rongo ngā tamariki i te reo Māori i ia te wā, puta noa i te rā. He whai wāhitanga mō ngā tamariki ki te uru atu ki ngā karakia, ngā hīmene, me ngā mihimihi. Ko te waiata me te waiata ā-ringa ētahi tino kaupapa pārekareka ka pupū ake i te tākare, ā, ka kapo atu i te ngākau nui o ngā tamariki. He pārekareka ki ngā tamariki ngā taumahi e whakatairanga ake ana i te reo Māori.

Ka whai hua ngā tamariki nā tētahi taiao ako wāteatea e mau nei i te maha o ngā rauemi. He wāhi ako tō ia rōpū reanga, he rauemi hoki ā ia rōpū, ā, e whakatutuki ana tēnei i ō rātou tūmomo āheinga, ō rātou ngākau nuitanga hoki. He rawaka ngā taumahi hei whakawero i ngā tamariki, ā-tinana, ā-hinengaro hoki. Arowhai ai ngā kaimahi i ia te wā i te hauora me te haumaru, hei āta whakatau i te whakakorenga o ngā āhuatanga mōrearea mō ngā tamariki.

He pārekareka ki ngā tamariki tētahi hōtaka akoranga i āta whakaritea ai, ā, he ngāwari hoki ki te matapae. Ka whai wāhi atu ngā tamariki ki ngā mahinga me ngā taumahi ako e waia ana ki a rātou, ā, ka tūtū hoki i ia te wā. He tau ngā tamariki ki te taha o ngā kaiako e tautoko ana, e taunekeneke ana hoki i a rātou i ia rā. He tau, he mārie hoki ngā tamariki.

Ka whakatairanga te rōpū whakahaere i te hononga ki ngā mātua. Whakamōhiotia ai ngā mātua i ia te wā, mō ngā hui me ngā kaupapa i te whare kōhungahunga. Ka whakanuia te whai wāhi mai o ngā whānau ki te whakawhanaketanga o te marautanga me te aromatawai. Ka whakamanahia ngā reo me ngā kōrero tuku iho o ngā momo ahurea, puta noa i te whare kōhungahunga. Ka tino aro nui ngā kaimahi me ngā kaiwhakahaere ki ngā matea ā-ahurea o ngā tamariki.

He mārama te nuinga o ngā pūnaha whakahaere. He pakari te angamahi kaupapa here e ārahi ana i ngā whakahaeretanga o te whare kōhungahunga. Ka whai hua ngā tukanga e pā ana ki te whakahaeretanga o ngā kaimahi, te hauora me te haumaru, te whakahaere tari, ngā take whare, me ngā pūtea. Ka akiaki ngā kaiwhakahaere i te mahi ngātahi a ngā kaimahi me ngā mātua, me te whakatau ngātahi anō hoki i ngā whakaritenga. Ko te whakamahere mō meāke nei, ko ngā whakataunga hoki, ka āta whakatinanahia nā te pakari anō hoki o ngā whakawhitinga whakaaro e pā ana ki ngā akoranga a ngā tamariki.

Ka whai hua ngā tamariki nā tēnei taiao e whakatairanga ana i te kounga o te atawhai me te mātauranga. Ka ārahi, ka tautoko hoki te kaiwhakahaere o te whare kōhungahunga i ngā kaiako. Ka whakamahi ngā kaiako i ngā arotake i whakamaheretia ai, me ērā hoki ka pupū ake, hei whakapai ake i ngā whakaritenga. He aronga ki te whakapai haere, ki te kawenga takohanga hoki.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore i te tino mārama ētahi āhuatanga o te whakamahere hōtaka me te aromātai hōtaka. Ko te āhua nei, kāhore ngā mōhiohio aromātai o tēnei wā e whai pānga ana ki te whakatinanatanga o ngā mahere. He ngoikore te aromātai i te hōtaka i runga i tana whai pānga ki ngā akoranga a ngā tamariki.

Me arotake te whakamahere rautaki. Kua tāutu ngā kaiwhakahaere i ngā kaupapa matua o te wā roa, engari kāhore he whāinga, he tūmanako, he wātaka, he mahi rānei o te wā poto hei hāpai i a rātou ki te whakatutuki i ā rātou kaupapa matua ā-tau.

Te Taunakitanga

I whakaae Te Tari Arotake Mātauranga me te whakahaeretanga o te whare kōhungahunga, i ngā taunakitanga e whai ake nei, arā:

  • kia whakapai ake i te whakamahere hōtaka me te aromātai
  • kia whakapakari i te whakamahere rautaki.

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.

Te arotake ka whai ake

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

Ka arotake anō Te Tari Arotake Mātauranga i a Tamariki Ātaahua Early Learning Centre i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

30 Whiringa-ā-nuku, 2015

1 Evaluation of the Service

How well placed is Tamariki Ātaahua Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Tamariki Ātaahua Early Learning Centre is well placed to promote positive learning outcomes for children.

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

Background

Tamariki Ātaahua Early Learning Centre is in Panmure. The centre is privately owned and was opened in 2014. The owners are qualified, experienced early childhood practitioners. The centre is licensed for 57 children including up to 12 under 2 years of age. There are fourteen staff, of which ten are fully registered. This is the first Education review of the centre.

Centre personnel acknowledge Tainui tikanga and kawa. They believe the revitalisation of te reo Māori and tikanga Māori is critical and have included these in the learning programme. The languages and stories of children who come from other ethnic groups are also evident throughout the children’s programme. The philosophy, vision and goals focus on quality education and care.

The Review Findings

Children experience caring, respectful relationships. Teachers regularly affirm children’s efforts and successes. Tuakana are positive role models for teina particularly when they gather for shared activities. Children receive a warm welcome when they arrive at the centre each day. They have formed strong attachment to teachers and settle easily. Teachers listen to children with interest and value their ideas. Teachers have positive relationships with whānau and children that are based on respect, trust and reciprocity. Whanaungatanga underpins all interactions.

Children hear te reo Māori at regular intervals throughout the day. Children have opportunities to participate in karakia, hīmene and mihimihi. Waiata and waiata-ā-ringa are popular activities which generate enthusiasm and captivate children’s interests. Children enjoy activities which promote te reo Māori.

Children benefit from a learning environment that is spacious and well resourced. The different age groups have specific learning spaces and resources that cater for their different abilities and interests. There are sufficient activities to keep children physically and mentally challenged. Staff regular carry out health and safety checks to make sure potential risks to children are removed.

Children enjoy a learning programme that is well organised and predictable. Children participate in routines and learning activities that are familiar and occur on a regular basis. Children are comfortable with teachers who regularly support and interact with them on a daily basis. Children are settled and calm.

The management team promote partnership with parents. Whānau are kept regularly informed of centre events and activities. Whānau contribution to curriculum development and assessment is promoted. The languages and stories of the different cultures are valued throughout the centre. Staff and management are highly responsive to children’s cultural needs.

Most of the management systems are clear and transparent. There is a robust policy framework to guide centre operations. Processes for personnel management, healthy and safety, office administration, property matters and finances are efficient. Managers encourage collaboration and shared decision making among staff and parents. Future planning and decisions are informed by robust discussions about children’s learning.

Children benefit from an environment that promotes quality care and education. The centre manager provides guidance and support to teachers. The teachers use planned and spontaneous review to improve practice. There is an emphasis on improvement and accountability.

Key Next Steps

Aspects of programme planning and programme evaluation lack clarity. Currently, evaluation information does not appear to influence planning. Evaluation of the programme in relation to children’s learning is weak.

Strategic planning requires review. Managers have identified long term priorities however there are no short term goals, objectives, timelines and actions to assist them achieve their annual priorities.

Recommendation

ERO and Centre Management agree to the following:

  • improve programme planning and evaluation
  • strengthen strategic planning.

Management Assurance on Legal Requirements

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

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

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

Next Review

When is ERO likely to review the service again?

The next ERO review of Tamariki Ātaahua Early Learning Centre will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

30 October 2015 

2 Information about the Early Childhood Service

Location

Panmure, Auckland

Ministry of Education profile number

46306

License type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

57 children, including up to 12 aged under 2

Service roll

57

Gender composition

Girls 28

Boys 41

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Tongan

Cook Island

Burmese

Others

35

4

3

8

5

8

6

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:5

Better than minimum requirements

Review team on site

September 2015

Date of this report

30 October 2015

Most recent ERO report(s)

First review

 

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:

Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children

Pou Ārahi – how leadership is enacted to enhance positive outcomes for children

Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children

Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement and Next Review

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

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

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

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.