Koraunui Te Kōhanga Reo

Education institution number:
60072
Service type:
Te Kōhanga Reo
Definition:
Not Applicable
Total roll:
22
Telephone:
Address:

142 - 146 Stokes Valley Road, Stokes Valley, Lower Hutt

View on map

Koraunui Te Tohunga Reo - 01/12/2016

1 Te Aromātai i te Ratonga

He pēhea te tūnga o Koraunui Te Tohunga Reo 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 Koraunui Te Tohunga Reo ki te whakatairanga i te pai o ngā putanga ako mō ngā tamariki.

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

He Whakamārama

E tū ana Te Whare Mātauranga Kōhungahunga o Koraunui Te Tohunga Reo ki tua atu i te marae o Koraunui, ki Koraunui. E hāpai ana te rōpū kaitiaki o te marae o Koraunui i te kāwanatanga o te whare kōhungahunga. Ka mahi ngātahi te rōpū nei me te rōpū kaitiaki o Koraunui Te Tohunga Reo. E whakanui ana ngā mātāpono matua o Te Tohunga Reo i te Tiriti o Waitangi, me te reo, te ahurea, me te tuakiri o ngā tamariki, me te mahi ngātahi ki ngā whānau, ngā hapū, me te iwi. Ko tētahi tino whāinga, kia tū ko te reo Māori anake te reo e kōrerohia ana ki te whare kōhungahunga. Koia nei anake te whare kōhungahunga ki Koraunui e whakarato ana i te mātauranga kaupapa Māori mō ngā tamariki nohinohi. Kua riro i te nuinga o ngā kaimahi ngā tohu mātauranga e pā ana ki te mātauranga kōhungahunga. Kua whai wāhi atu ngā kaimahi katoa ki te whare kōhungahunga nei mō ngā tau e rima, neke atu rānei.

Ngā Whakaaturanga o te Arotake

Ka ngākau nui ngā tamariki ki ngā akoranga e mau ana i te pai me te whai pūtaketanga o te whanaungatanga. Kua roa nei te nuinga o te whānau e noho ngātahi ana, ā, he hononga ā-whakapapa rānei ki waenga i a rātou. E pou here ana te whanaungatanga i ngā taunekeneke katoa. Kei te tino mōhio ngā kaimahi ki ngā tamariki, tae atu ki ngā āhuatanga pai, ngā āhuatanga rānei kāhore i te pai ki a rātou, me ō rātou ngākau nuitanga. Ka whakamanahia ngā tamariki, ā, i ngā wā katoa e whakanui ana ngā kaimahi i ā rātou whakatutukitanga. He ratarata, he pākiki hoki ngā taunekeneke a ngā tamariki ki ngā tāngata hou i te whare kōhungahunga. Ka rongo ngā pēpi i te kaha atawhai o te whanaungatanga o ngā kaimahi. Kua whakaritea te hōtaka hei aro ki ngā matea ā-tinana, ā-whatumanawa anō hoki o ngā tamariki. Ka whakatau tēnei i a rātou. Ko te riterite o ngā mahinga me te rere ngāwari o ngā whakawhitinga e āta whakatau ana i ngā tamariki katoa. He ākonga harikoa, he ākonga mauritau anō hoki ngā tamariki.

Ka whai wāhi ngā tamariki ki tētahi taiao e whakanui ana i ā rātou mahi hei tino akoranga e whai pūtake ana. Ko te marae o tēnei hapori tētahi tino wāhi akoranga mō ngā tamariki. Ka kitea tō rātou tino māramatanga ki tō rātou tū hei tangata whenua i a rātou e whakatau ana i ngā manuhiri. E mōhio ana ngā tamariki, ko te reo Māori anake te reo i aua wā. He tika ō rātou whanonga i aua wā, ā, ka mātakina hoki rātou e ngā kuia me ngā kaimahi. E wātea ana ki ngā tamariki te whānuitanga o ngā tūmomo rauemi, ā, ka whakanuia te whai pānga nui o te tākaro māhorahora. Ka ako rātou i ngā rautaki mō te tūhura me te mahi auaha i a rātou e whai wāhi atu ana ki ō rātou ake ngākau nuitanga. He nui ngā rauemi ki te wāhi o ngā pēpi. Kei a rātou te mana whakahaere o tō rātou wāhi. He whai wāhitanga anō hoki mō rātou ki te whakapiri atu ki ngā tuākana i ngā wā karakia. Nā tēnei, ka mātakitaki, ka whai wāhi atu hoki rātou i ētahi atu tamariki, ā, ka kite, ka rongo hoki rātou i ngā āhuatanga hou ka pupū ake. He wāteatea, he muramura, he karakara hoki te wāhi ako o roto, o waho hoki. He maha ngā wā ka whakawerohia ngā tamariki, ā-tinana, ā-hinengaro hoki. Ka kitea ngā tamariki hei ākonga tūmāia.

Ka whakarato te rōpū kaitiaki o te marae i te tautoko ki te whakahaere i te katoa o te tari ki te whare kōhungahunga. He mārama te tirohanga, ā, e hāngai ana ngā whāinga rautaki me te mahere ki te tirohanga. He nui ngā rauemi, ā, he pai hoki te whakahaeretanga i ēnei. Kua whakaritea ngā tukanga e pā ana ki te arotake whaiaro, ā, ka arotahi ki te whakapūmau i te whakapai haere. Ka noho mōhio ngā kaiwhakahaere ki ngā rerekētanga i ngā herenga ā-ture, me te whai pānga o ēnei ki ngā kaupapa here me ngā tukanga. Kua arotakengia, kua whakahoungia hoki te katoa o ngā kaupapa here me ngā tukanga. Kua whakaritea ngā tuhinga e pā ana ki ngā kaimahi, me ngā arohaehae. Ka āta whakarite tēnei i te hononga o ngā whai wāhitanga katoa o te whakawhanaketanga ngaio ā meāke nei, ki te whakapaitanga ake o ngā whakaritenga a ngā kaimahi, i runga anō i ngā whāinga i tāutuhia ai e rātou. Kua whakaritea ngā tukanga e pā ana ki te whakamahere me te aromatawai. He kaiārahi ngaio te kaiako matua, ā, he pai tōna tū ki te ārahi i te whakawhanaketanga me te whakatinanatanga o te marautanga, puta noa i te whare kōhungahunga. Ka whai hua ngā tamariki nā tētahi whare kōhungahunga e āta whakahaerehia ana mā ngā whakaritenga rōnaki.

Ngā Whakaritenga ka Whai Ake

He mea nui kia tika te whakamahere me te whakatinana o te hōtaka mō ngā taumata ako o ngā tamariki katoa. I te nuinga o te wā, e kōkiri rawatia ana e ngā pākeke ngā akoranga ā ētahi o ngā tamariki. Me whai whakaaro tētahi arotake o taua tukanga ki te tika, te hāngaitanga hoki o tēnei ki ngā whakaaro tikanga me ngā ariā e pā ana ki te ako a ngā tamariki kōhungahunga. He pai ake te ako a ngā tamariki i te wā e hāngai ana ngā hōtaka ki ō rātou pūmanawa hei ākonga kōhungahunga.

Kāhore ngā mahi i te whare kōhungahunga e āta whakatinana ana i te tirohanga kia noho ko te reo Māori te reo motuhake ki Koraunui Te Tohunga Reo. Ko te reo Pākehā te reo matua o ngā tohutohu. Ahakoa e rua ngā tāngata e matatau ana ki te reo Māori, kāhore tēnei e āta whakapakari ana i te whakawhanaketanga reo o ngā tamariki. Ahakoa he whāinga rautaki i āta whakaritea ai ki te whakatinana i taua tirohanga, kāhore anō tēnei kia noho hei aronga matua. Kāhore te reo Māori e tupu wawe ana, i runga anō i te wā e hiahiatia ana. He mea nui kia rapua ngā rautaki ka whakapakari i te reo Māori, mā ngā mahi ka whakatinana i taua tirohanga. Ko ngā tamariki reo rua, he pakari ā-hinengaro ki te ako.

Me whakarite ngā matea e pā ana ki te aromātai hōtaka. Mā tēnei, ka aroturukitia i ia te wā, ka tuhia hoki te hōtaka akoranga hei whakatutuki i te whānuitanga o ngā tūmomo matea o ngā tamariki katoa. Ka whai hua ngā tamariki nā tētahi hōtaka akoranga e āta aroturukitia ana i ia te wā mō te kounga me te whai huatanga.

Ngā Taunakitanga

  • Kia whakawhanakehia tētahi aronga whakaako, ako hoki e whai pānga ana, e tika ana hoki mō te mahi ki te taha o ngā tamariki kōhungahunga
  • Kia whakapakarihia te reo Māori hei whakatutuki i te tirohanga o te whare kōhungahunga
  • Kia whakaritea tētahi tukanga ka aroturuki i te whai huatanga o te hōtaka akoranga.

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 te katoa o ngā herenga ā-ture ki Koraunui Te Tohunga Reo.

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 Koraunui Te Tohunga Reo i roto i ngā tau e toru. 

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

01 Hakihea, 2016

1 Evaluation of the Service

How well placed is Koraunui Te Tohunga Reo to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Koraunui Te Tohunga Reo is well placed to promote positive learning outcomes for children

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

Background

Koraunui Te Tohunga Reo Early Learning Centre is across from Koraunui Marae, Stokes Valley. The Koraunui Marae Trust provides governance support to the centre. It works in conjunction with the Koraunui Te Tohunga Reo Trust.  The guiding principles of Te Tohunga Reo acknowledge the Treaty of Waitangi, children's language, culture and identity and working in partnership with whānau, hapū and iwi. A major goal is that the language spoken at the centre will be te reo Māori. The centre is the only service in Stokes Valley that provides a kaupapa Māori based education for young children. Most staff hold early childhood qualifications. Existing staff have been at the centre for 5 years or more.

The Review Findings

Children enjoy learning where relationships are meaningful and positive. Most whānau are connected either through whakapapa or long established relationships. Whanaungatanga underpins all interactions. Kaimahi know the children really well including their likes, dislikes and interests. Children are made to feel important as kaimahi constantly affirm their successes. Children are friendly and curious in their interactions with new people to the centre. Babies experience close, warm relationships with kaimahi. The programme is organised to respond to the physical and emotional needs of children. This has a calming effect on them. Consistent routines and smooth transitions ensure all children are well settled. Children are happy and secure learners.

Children experience an environment where their work is valued as meaningful learning. The local marae is a recognised place of learning for the children. They demonstrate a good understanding of their role as tangata whenua when welcoming visitors. Children know this is a domain for te reo Māori only. They behave appropriately in these circumstances under the close supervision of kuia and kaimahi. Children have access to a range of resources where the importance of spontaneous play is recognised. They learn strategies for exploration and creativity as they have opportunities to follow their own interests. The babies' area is well resourced. They have complete control over their environment. They have opportunities to join the older children during karakia. This allows them not only to watch and join in with others but also to see and hear new things as these are introduced. The learning environment is spacious, bright and colourful both indoors and outdoors. Children have many opportunities to be challenged both physically and mentally. Children are viewed as confident learners.

The Marae Trust provides full administration support to the centre. The vision is clear and the strategic goals and plan is aligned to the vision. The resources are plentiful and well managed. Self-review processes have been established and focus on sustained improvements. Management keep up to date with changes in legislation that impact on policies and procedures. These have all been reviewed and updated. Personnel documentation and appraisals are in place. This should ensure that all future professional development opportunities are linked to improving kaimahi practice based on their identified goals. Planning and assessment processes are in place. The Head Teacher as the professional leader, is well placed to lead curriculum development and implementation across the centre. Children benefit from a centre that is well managed with sustainable practices.

Key Next Steps

It is important that programme planning and implementation is appropriate for the learning levels of all children. There is a tendency to provide focussed learning for some children that is highly adult directed. A review of this process should consider its appropriateness and alignment to early childhood philosophy and theories about young children's learning. Children learn better when programmes align to their dispositions as young learners.

The practice in the centre does not reflect the vision that the language of Koraunui will be te reo Māori. English is the main language of instruction. The two competent speakers of te reo Māori are not enough to strengthen children's language development. While there is a strategic goal in place to enact this vision, it has not been a priority. Te reo Māori is not growing at the desired rate. It is important that strategies be sought to strengthen te reo Māori with a set of actions to realise this vision. Children who are bilingual are intellectually competent as learners.

Programme evaluation needs to be established. This will ensure that the learning programme is constantly monitored and documented to meet the diverse needs of all children. Children will benefit from a learning programme that is constantly monitored for its quality and effectiveness. 

Recommendations  

  • Develop an approach to learning and teaching that is relevant and appropriate to working with young children
  • Strengthen te reo Māori to achieve the vision of the centre
  • Establish a process that monitors the effectiveness of the learning programme

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. There are no areas of non-compliance for Koraunui Te Tohunga Reo

Next Review

When is ERO likely to review the service again?

The next ERO review of Koraunui Te Tohunga Reo will be in three years. 

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

1 December 2016 

2 Information about the Early Childhood Service 

Location

Stokes Valley, Lower Hutt

Ministry of Education profile number

60072

Licence type

Education & Care Service

Licenced under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

17

Gender composition

Girls 10

Boys 7

Ethnic composition

Māori

100%

Percentage of qualified teachers

50-79%

Reported ratios of staff to children

Under 2

1:4

Meets minimum requirements

Over 2

1:5

Meets minimum requirements

Review team on site

October 2016

Date of this report

1 December 2016

Most recent ERO report(s)

Supplementary Review

Post Review Assistance

Education Review

Education Review

November 2013

May 2011

April 2011

May 2007

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.

Koraunui Te Tohunga Reo - 29/11/2013

1 Background

Introduction

A Supplementary Review is undertaken at the discretion of a National Manager, Review Services in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a centre has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the Koraunui Te Tohunga Reo governing body and management in relation to areas identified in the May 2011 ERO report or issues identified since that review. The terms of reference for this review are to investigate:

  • The quality of teaching
  • The use of te reo and tikanga Māori
  • Self review practices and implementation
  • Personnel and performance management.

2 Evaluation Findings

Background

In May 2011, ERO ran a post review assistance workshop for the management team of Koraunui Te Tohunga Reo. That workshop identified four key areas for the centre to address. In particular, the quality of teaching, the use of te reo and tikanga Māori, self review, personnel and performance management. This report focuses on progress and development in these areas.

Areas of progress

The quality of teaching. Children are provided with an interesting and stimulating learning programme. Children are supported to be independent learners through the provision of good quality learning resources and opportunities to learn and play independently. Children are encouraged to follow their interests. Staff support children to engage fully in learning. Children are happy, challenged and enjoy being at the centre.

The use of te reo and tikanga Māori. Children are learning to speak te reo Māori and about tikanga Māori. Staff have participated in professional development and training to improve their knowledge and use of te reo and tikanga Māori. Staff meet regularly to discuss the incorporation of te reo Maori into the daily operations. Some tikanga Māori practices such as karakia and welcoming visitors onto the local marae and into the centre are modelled well for children.

Some staff have a high level of fluency in te reo Māori. These staff make every effort to engage children in simple te reo Māori conversations. With support from staff, some children are able to talk about themselves and their family members in te reo Māori.

Self review. This centre is on a journey of ongoing improvement. Effective self review practice is used to make positive changes to centre operations. Regular staff reflection and critical analysis leads to positive change. Change in the centre is always clearly focussed on providing the best possible learning experiences and learning outcomes for children. The use and development of assessment practices and the recent staff te reo Māori professional development is an outcome of self review practice. The centre manager and staff are beginning to link self review to strategic planning. Children benefit from a programme of self review that gives priority to their needs.

Areas for further improvement

Tikanga Māori practices and te reo Māori zones. Staff are learning about how to use tikanga and te reo Māori to enhance learning experiences for children. While some staff support children to learn about and use tikanga and te reo Māori, further improvement in this area is needed. Te reo Māori zones are not well established and this causes confusion for some staff, children and parents. Tikanga Māori practices are not well known by all staff members. Staff are reviewing their practice and are looking to incorporate tikanga and te reo Māori more appropriately into daily operations. They have also started to refine tikanga practices to assist its appropriate inclusion into the programme. Children are benefiting from the desire of staff to increase the effectiveness of kaupapa Māori learning.

Assessment and evaluation. Staff continue to learn about effective assessment for learning. Staff do not formally reflect on children’s achievement of learning milestones or fully evaluate individual children’s progress toward attaining these milestones. Staff are fully aware of the need to further review and refine assessment practices and demonstrate the capability to improve their assessment practice over time.

Personnel and performance management. Some aspects of performance management require improvement. While a policy is in place to guide the performance management of staff it is not fully implemented. In particular performance agreements have not been developed. Furthermore individual goal setting for the year ahead does not include the current centre focus on improving the quality and use of te reo Māori and tikanga Māori. A more targeted approach is required to better connect training and professional development courses and opportunities, to centre development goals.

3 Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again as part of the regular review cycle.

Lynda Pura-Watson

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

29 November 2013

Information about the Service

Location

Stokes Valley, Lower Hutt

Ministry of Education profile number

60072

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

22 children, including up to 4 aged under 2

Service roll

22 children, including 4 aged under 2

Gender composition

Girls 10

Boys 12

Ethnic composition

Māori

100%

Percentage of qualified teachers

80%

Review team on site

September 2013

Date of this report

29 November 2013

Most recent ERO report(s)

Post Review Assistance

Education Review

Education Review

May 2011

April 2011

May 2007