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Ko te tamaiti te pĹŤtake o te kaupapa
Quality education is the right of every child and young person in Aotearoa and is underpinned by learning environments that place the learner and learner outcomes at the centre of all activity.
Successful learning organisations are those that are on a continuous, deliberate and future focussed journey of improvement, using evidence to shape their direction and decision making.
Ko te tamaiti te pĹŤtake o te kaupapa
Quality education is the right of every child and young person in Aotearoa and is underpinned by learning environments that place the learner and learner outcomes at the centre of all activity.
Successful learning organisations are those that are on a continuous, deliberate and future focussed journey of improvement, using evidence to shape their direction and decision making.
In the days preceding 26 March 2020, Puna Reo / KĹhungahunga needed to rapidly respond to and prepare for a move to distance teaching and learning. We had been informed that at midnight 25th March 2020 the entire country would go into COVID-19 Alert Level four Lockdown. There was uncertainty about how long the situation would continue. Timely responses were required from Puna Reo / KĹhungahunga to support tamariki and whÄnau. The home was to become the context for teaching and learning in Aotearoa.
In the days preceding 26 March 2020, Puna Reo / KĹhungahunga needed to rapidly respond to and prepare for a move to distance teaching and learning. We had been informed that at midnight 25th March 2020 the entire country would go into COVID-19 Alert Level four Lockdown. There was uncertainty about how long the situation would continue. Timely responses were required from Puna Reo / KĹhungahunga to support tamariki and whÄnau. The home was to become the context for teaching and learning in Aotearoa.
ERO acknowledges the 39 Puna Reo / KĹhungahunga that participated in this evaluation. The generosity and willingness of whÄnau, kaiako, kaimahi and leaders has resulted in valuable insights that will help build our collective knowledge of effective distance and digital teaching and learning.
ERO acknowledges the 39 Puna Reo / KĹhungahunga that participated in this evaluation. The generosity and willingness of whÄnau, kaiako, kaimahi and leaders has resulted in valuable insights that will help build our collective knowledge of effective distance and digital teaching and learning.
ERO wanted to know how successfully governance, leaders, kaiako, kaimahi and whÄnau supported the wellbeing and learning of tamariki during COVID-19.
ERO worked alongside each of the 39 Puna Reo / KohĹŤngahunga governance bodies and whÄnau, kaiako, kaimahi and leaders to undertake this evaluation. We wanted to learn about what was working well for whÄnau in supporting tamariki and, what could be learned if we should be in the unenviable situation of returning to lockdowns in the future.
Evaluators from Te UepĹŤ Ä-Motu interviewed 39 Puna Reo /KohĹŤngahunga communities from Te Taitokerau to Te Waipounamu. We explored:
The values of aroha and manaakitanga underpinned the evaluation framework. These guided the process and reviewersâ interactions with the participating Puna Reo /KohĹŤngahunga. Qualitative and quantitative data was collected from surveys and structured interviews were conducted only in te reo MÄori to maintain the integrity of the learning environment. ERO synthesised these findings to identify trends and patterns about what worked well and where improvement could be made.
ERO wanted to know how successfully governance, leaders, kaiako, kaimahi and whÄnau supported the wellbeing and learning of tamariki during COVID-19.
ERO worked alongside each of the 39 Puna Reo / KohĹŤngahunga governance bodies and whÄnau, kaiako, kaimahi and leaders to undertake this evaluation. We wanted to learn about what was working well for whÄnau in supporting tamariki and, what could be learned if we should be in the unenviable situation of returning to lockdowns in the future.
Evaluators from Te UepĹŤ Ä-Motu interviewed 39 Puna Reo /KohĹŤngahunga communities from Te Taitokerau to Te Waipounamu. We explored:
The values of aroha and manaakitanga underpinned the evaluation framework. These guided the process and reviewersâ interactions with the participating Puna Reo /KohĹŤngahunga. Qualitative and quantitative data was collected from surveys and structured interviews were conducted only in te reo MÄori to maintain the integrity of the learning environment. ERO synthesised these findings to identify trends and patterns about what worked well and where improvement could be made.
How leaders in Puna Reo /KohĹŤngahunga responded to Alert Level fourÂ
Puna Reo / KĹhungahunga who had closer associations and strong support from their governing entity were able to respond more readily to the quickly- changing circumstances.  Â
Most Puna Reo / KĹhungahunga felt unprepared for the shift to distance learning at Alert level four. Necessity to work and teach from home through digital platforms was challenging. Most kaiako and kaimahi felt overwhelmed with the hasty shift into a digital space. Â
 Â
Developing and implementing support plans for all whÄnau was prioritised. The health, safety, and wellbeing of tamariki and their whÄnau was paramountÂ
Leaders, kaiako and kaimahi adapted quickly to the unprecedented circumstances.Â
Advice from the Ministries of Health and Education guided practice. Staying calm was viewed as important to provide reassurance for whÄnau. Most Puna Reo / KĹhungahunga appreciated the Ministry of Education (the Ministry) bulletins as a means of providing up-to-date information to whÄnau. Â
Support plans primarily focused on the health and wellbeing of tamariki and whÄnau through ongoing communication, as well as learning via digital platforms. Puna Reo / KĹhungahunga that were geographically isolated were more likely to experience anxiety and uncertainty than those in urban areas or cities.Â
Â
Leaders held wÄnanga with whÄnau to discuss tikanga/policy processes for online learning. They established practices to maintain whanaungatanga and remain connected. Kaiako used text messaging and/or phone calls to stay connected to whÄnau without internet access.Â
Â
Many Puna Reo / KĹhungahunga demonstrated aroha and manaakitanga by forming cooperatives to supply kai and care packs to those in need. All cultivated kindness by working in ways that were sensitive to the needs of whÄnau and demonstrated awareness of the assorted complex situations some whÄnau experience.Â
âKaiako and kaimahi became leaders for our community. Our wider whÄnau looked to us to keep them informedâ â Kaiako voiceÂ
Tamariki wellbeing and opportunities to learn were well-supported, as whÄnau and kaimahi learnt new ways of working and teachingÂ
Puna Reo / KĹhungahunga worked together with whÄnau to develop and deliver learning programmes congruent with local tangata whenua of the area. Kaiako and kaimahi showed increased creativity producing resources where tamariki and whÄnau engaged in activities with or without digital access. WhÄnau posted videos and photos of tamariki learning on Puna Reo / KĹhungahunga Facebook pages. Â
Some Puna Reo / KĹhungahunga expressed fears that tamariki may reduce their use of te reo MÄori during lockdown. Other kaiako and kaimahi said Alert levels four and three were positive for whÄnau, and an opportunity for parents with limited te reo MÄori, to learn alongside their tamariki.Â
âNon-speaking whÄnau recorded themselves speaking MÄori with their tamariki and posted videos on Facebook.â â Kaiako voiceÂ
Most Puna Reo / KĹhungahunga viewed connectivity to the internet as imperative in supporting distance teaching and learning. Where whÄnau had connectivity, online applications like Zoom and Facebook assisted greatly to keep lines of communication intact. WhÄnau participated in virtual karakia, waiata and wÄ whÄriki, enabling tamariki, whÄnau and kaimahi to interact with one another. For many, these virtual channels allowed for some resemblance of usual Puna Reo / KĹhungahunga life in their homes.Â
 Â
Access to, and challenges with internet connectivity impacted negatively on the ability of some whÄnau and tamariki to engage in online learningÂ
Many Puna Reo / KĹhungahunga expressed a lack of digital resourcing for parents. Not all whÄnau had access to the internet or the necessary online applications to join video calls, and although many participated in online learning at the start, for some their engagement quickly diminished. These limitations restricted every day whÄnau engagement.Â
âChildren having to share devices was an issueâ- Puna voiceÂ
âSome tamariki shared devices with their older siblings whose learning took precedenceâ â Puna voiceÂ
âLack of connectivity/devices created a sense of hopelessness and incompetency within parents and whÄnauâ â Puna voiceÂ
Despite these challenges, all Puna Reo / KĹhungahunga whÄnau were determined to overcome any complications. Communication strategies were strong, and learning was ongoing for all tamariki to differing degrees. Â
Some Puna Reo / KĹhungahunga prepared and provided learning packs of materials and resources for tamariki learning in homes. Puna reo / KĹhungahunga and some whÄnau also requested the Ministryâs hardcopy material packs. The arrival of these was variable for whÄnau although the vast majority did not receive these until Alert Level one.Â
Â
Overall, transitions for most centres and whÄnau worked well, seeing most tamariki return happy to see their friends and kaiakoÂ
Centre managers worked closely with their kaimahi in preparation for whÄnau return. Consistent communication with whÄnau was viewed as crucial. A major emphasis of transition was the additional COVID-19 practices for centre hygiene, social distancing and learning, and contact tracing. Kaiako and kaimahi knew their whÄnau needs and reported different levels of whÄnau confidence and readiness.Â
At Alert Level three, some Puna reo / KĹhungahunga reopened â primarily for essential service workers who required additional support for their tamariki. However, all Puna reo / KĹhungahunga across the country encouraged whÄnau to remain at home where possible. There was flexibility for individual whÄnau to return in their own time when they felt confident to do so.Â
Tamariki returned to Puna reo / KĹhungahunga at different times, and most displayed enthusiasm and happiness to be back. WhÄnau shared how tamariki missed their friends and kaiako. WhÄnau also articulated a greater appreciation for the professional work of kaimahi. Â
Some whÄnau did not manage full attendance after lockdown. Several kaimahi noticed whÄnau who had remained active online with learning during lockdown showed lower levels of anxiety transitioning tamariki back into Puna reo / KĹhungahunga.Â
Numerous Puna reo / KĹhungahunga had members of their whÄnau pass away during lockdown which caused enormous grief and anxiety. There are reports of this continuing to have a significant emotional impact on whÄnau.Â
"We also acknowledge the realisation that our whakapapa will again reflect the loss of ancestors to a pandemic similar to the influenza of 100 years ago." â Puna voiceÂ
COVID-19 lockdown imposed an urgency for all Puna Reo /KĹhungahunga to examine their online and distance learning readinessÂ
Understandably, there were elevated levels of anxiety amongst staff. Not only were kaiako and kaimahi tending to their own whÄnau, but they also needed to adjust to digital teaching and learning. Â
Building the capability of new staff and ensuring all staff understood transitional COVID-19 protocols was a priority for managers. A number of trainee kaiako and kaimahi were severely impacted during lockdown. Many had to have their programmes adapted. WÄnanga/noho marae and practicums could no longer proceed. Some chose to suspend their studies. Many struggled to meet the demands of study due to COVID-19 lifestyle adjustments and caring for children at home, while others took advantage of lockdown to finish assignments.Â
ââŚfound a disconnect with the course content and all that was going on around them.â â Kaiako voiceÂ
Professional learning and development was accessed in diverse ways. Most occurred organically in response to COVID-19 and included immediate training in information technology to support working from home. Over time, the confidence of kaiako and kaimahi flourished. Lockdown presented the chance to expand information technology usage and to explore a variety of online platforms such as Microsoft Teams, Zoom, Facebook and online communication and assessment tools.Â
âkaimahi found their place of leadership they didnât realise they had the skills in.â â Puna voiceÂ
Many Puna Reo / KĹhungahunga had initiated online digital assessment and evaluation tools prior to lockdown. For many services, distance learning propelled the use of these tools to another level of engaging with tamariki and their whÄnau. For services less familiar, kaiako and kaimahi were growing their skills.Â
âWe had more engagement with parents and whÄnau than ever before!â â Kaiako voiceÂ
âFacebook messenger gives parents up-to-date progress of what their child actually did that day. Itâs instant!â â Kaiako voiceÂ
Many Puna reo / KĹhungahunga encouraged kaiako and kaimahi to join online webinars catering to their interests. Regular online hui and wÄnanga ensured kaiako and kaimahi were updated and kept well informed. As events unfolded overtime, most Puna reo / KĹhungahunga placed a greater emphasis on wellbeing and learning programmes and halted all professional learning expectations.Â
 Â
Insights and OpportunitiesÂ
The evaluation findings show Puna Reo / KĹhungahunga governors, leaders, kaiako and kaimahi were better prepared to support distance learning and whÄnau wellbeing when favorable practices and conditions were embedded before, and enhanced during, COVID-19 Levels four to one. These included:Â
ERO and leaders in Puna reo / KĹhungahunga communities will use the insights from this evaluation to assist individual Puna reo / KĹhungahunga kura to be better prepared to deliver distance learning in what continues to be uncertain times.Â
ERO will advocate for the creation of more resources and improved access to technology for all tamariki and whÄnau. The findings highlight the opportunity to harness and share more broadly, in the education sector, the effective digital teaching and learning practices already occurring in te ao MÄori.Â
Tanya SavageÂ
Te Pou Mataaho - Manager Evaluation and Research - MÄoriÂ
Â
How leaders in Puna Reo /KohĹŤngahunga responded to Alert Level fourÂ
Puna Reo / KĹhungahunga who had closer associations and strong support from their governing entity were able to respond more readily to the quickly- changing circumstances.  Â
Most Puna Reo / KĹhungahunga felt unprepared for the shift to distance learning at Alert level four. Necessity to work and teach from home through digital platforms was challenging. Most kaiako and kaimahi felt overwhelmed with the hasty shift into a digital space. Â
 Â
Developing and implementing support plans for all whÄnau was prioritised. The health, safety, and wellbeing of tamariki and their whÄnau was paramountÂ
Leaders, kaiako and kaimahi adapted quickly to the unprecedented circumstances.Â
Advice from the Ministries of Health and Education guided practice. Staying calm was viewed as important to provide reassurance for whÄnau. Most Puna Reo / KĹhungahunga appreciated the Ministry of Education (the Ministry) bulletins as a means of providing up-to-date information to whÄnau. Â
Support plans primarily focused on the health and wellbeing of tamariki and whÄnau through ongoing communication, as well as learning via digital platforms. Puna Reo / KĹhungahunga that were geographically isolated were more likely to experience anxiety and uncertainty than those in urban areas or cities.Â
Â
Leaders held wÄnanga with whÄnau to discuss tikanga/policy processes for online learning. They established practices to maintain whanaungatanga and remain connected. Kaiako used text messaging and/or phone calls to stay connected to whÄnau without internet access.Â
Â
Many Puna Reo / KĹhungahunga demonstrated aroha and manaakitanga by forming cooperatives to supply kai and care packs to those in need. All cultivated kindness by working in ways that were sensitive to the needs of whÄnau and demonstrated awareness of the assorted complex situations some whÄnau experience.Â
âKaiako and kaimahi became leaders for our community. Our wider whÄnau looked to us to keep them informedâ â Kaiako voiceÂ
Tamariki wellbeing and opportunities to learn were well-supported, as whÄnau and kaimahi learnt new ways of working and teachingÂ
Puna Reo / KĹhungahunga worked together with whÄnau to develop and deliver learning programmes congruent with local tangata whenua of the area. Kaiako and kaimahi showed increased creativity producing resources where tamariki and whÄnau engaged in activities with or without digital access. WhÄnau posted videos and photos of tamariki learning on Puna Reo / KĹhungahunga Facebook pages. Â
Some Puna Reo / KĹhungahunga expressed fears that tamariki may reduce their use of te reo MÄori during lockdown. Other kaiako and kaimahi said Alert levels four and three were positive for whÄnau, and an opportunity for parents with limited te reo MÄori, to learn alongside their tamariki.Â
âNon-speaking whÄnau recorded themselves speaking MÄori with their tamariki and posted videos on Facebook.â â Kaiako voiceÂ
Most Puna Reo / KĹhungahunga viewed connectivity to the internet as imperative in supporting distance teaching and learning. Where whÄnau had connectivity, online applications like Zoom and Facebook assisted greatly to keep lines of communication intact. WhÄnau participated in virtual karakia, waiata and wÄ whÄriki, enabling tamariki, whÄnau and kaimahi to interact with one another. For many, these virtual channels allowed for some resemblance of usual Puna Reo / KĹhungahunga life in their homes.Â
 Â
Access to, and challenges with internet connectivity impacted negatively on the ability of some whÄnau and tamariki to engage in online learningÂ
Many Puna Reo / KĹhungahunga expressed a lack of digital resourcing for parents. Not all whÄnau had access to the internet or the necessary online applications to join video calls, and although many participated in online learning at the start, for some their engagement quickly diminished. These limitations restricted every day whÄnau engagement.Â
âChildren having to share devices was an issueâ- Puna voiceÂ
âSome tamariki shared devices with their older siblings whose learning took precedenceâ â Puna voiceÂ
âLack of connectivity/devices created a sense of hopelessness and incompetency within parents and whÄnauâ â Puna voiceÂ
Despite these challenges, all Puna Reo / KĹhungahunga whÄnau were determined to overcome any complications. Communication strategies were strong, and learning was ongoing for all tamariki to differing degrees. Â
Some Puna Reo / KĹhungahunga prepared and provided learning packs of materials and resources for tamariki learning in homes. Puna reo / KĹhungahunga and some whÄnau also requested the Ministryâs hardcopy material packs. The arrival of these was variable for whÄnau although the vast majority did not receive these until Alert Level one.Â
Â
Overall, transitions for most centres and whÄnau worked well, seeing most tamariki return happy to see their friends and kaiakoÂ
Centre managers worked closely with their kaimahi in preparation for whÄnau return. Consistent communication with whÄnau was viewed as crucial. A major emphasis of transition was the additional COVID-19 practices for centre hygiene, social distancing and learning, and contact tracing. Kaiako and kaimahi knew their whÄnau needs and reported different levels of whÄnau confidence and readiness.Â
At Alert Level three, some Puna reo / KĹhungahunga reopened â primarily for essential service workers who required additional support for their tamariki. However, all Puna reo / KĹhungahunga across the country encouraged whÄnau to remain at home where possible. There was flexibility for individual whÄnau to return in their own time when they felt confident to do so.Â
Tamariki returned to Puna reo / KĹhungahunga at different times, and most displayed enthusiasm and happiness to be back. WhÄnau shared how tamariki missed their friends and kaiako. WhÄnau also articulated a greater appreciation for the professional work of kaimahi. Â
Some whÄnau did not manage full attendance after lockdown. Several kaimahi noticed whÄnau who had remained active online with learning during lockdown showed lower levels of anxiety transitioning tamariki back into Puna reo / KĹhungahunga.Â
Numerous Puna reo / KĹhungahunga had members of their whÄnau pass away during lockdown which caused enormous grief and anxiety. There are reports of this continuing to have a significant emotional impact on whÄnau.Â
"We also acknowledge the realisation that our whakapapa will again reflect the loss of ancestors to a pandemic similar to the influenza of 100 years ago." â Puna voiceÂ
COVID-19 lockdown imposed an urgency for all Puna Reo /KĹhungahunga to examine their online and distance learning readinessÂ
Understandably, there were elevated levels of anxiety amongst staff. Not only were kaiako and kaimahi tending to their own whÄnau, but they also needed to adjust to digital teaching and learning. Â
Building the capability of new staff and ensuring all staff understood transitional COVID-19 protocols was a priority for managers. A number of trainee kaiako and kaimahi were severely impacted during lockdown. Many had to have their programmes adapted. WÄnanga/noho marae and practicums could no longer proceed. Some chose to suspend their studies. Many struggled to meet the demands of study due to COVID-19 lifestyle adjustments and caring for children at home, while others took advantage of lockdown to finish assignments.Â
ââŚfound a disconnect with the course content and all that was going on around them.â â Kaiako voiceÂ
Professional learning and development was accessed in diverse ways. Most occurred organically in response to COVID-19 and included immediate training in information technology to support working from home. Over time, the confidence of kaiako and kaimahi flourished. Lockdown presented the chance to expand information technology usage and to explore a variety of online platforms such as Microsoft Teams, Zoom, Facebook and online communication and assessment tools.Â
âkaimahi found their place of leadership they didnât realise they had the skills in.â â Puna voiceÂ
Many Puna Reo / KĹhungahunga had initiated online digital assessment and evaluation tools prior to lockdown. For many services, distance learning propelled the use of these tools to another level of engaging with tamariki and their whÄnau. For services less familiar, kaiako and kaimahi were growing their skills.Â
âWe had more engagement with parents and whÄnau than ever before!â â Kaiako voiceÂ
âFacebook messenger gives parents up-to-date progress of what their child actually did that day. Itâs instant!â â Kaiako voiceÂ
Many Puna reo / KĹhungahunga encouraged kaiako and kaimahi to join online webinars catering to their interests. Regular online hui and wÄnanga ensured kaiako and kaimahi were updated and kept well informed. As events unfolded overtime, most Puna reo / KĹhungahunga placed a greater emphasis on wellbeing and learning programmes and halted all professional learning expectations.Â
 Â
Insights and OpportunitiesÂ
The evaluation findings show Puna Reo / KĹhungahunga governors, leaders, kaiako and kaimahi were better prepared to support distance learning and whÄnau wellbeing when favorable practices and conditions were embedded before, and enhanced during, COVID-19 Levels four to one. These included:Â
ERO and leaders in Puna reo / KĹhungahunga communities will use the insights from this evaluation to assist individual Puna reo / KĹhungahunga kura to be better prepared to deliver distance learning in what continues to be uncertain times.Â
ERO will advocate for the creation of more resources and improved access to technology for all tamariki and whÄnau. The findings highlight the opportunity to harness and share more broadly, in the education sector, the effective digital teaching and learning practices already occurring in te ao MÄori.Â
Tanya SavageÂ
Te Pou Mataaho - Manager Evaluation and Research - MÄoriÂ
Â