Te Kōhanga Reo o Atawhai - 28/11/2017

1 He Whakamārama

He Kupu Whakataki

Ka whakahaeretia tētahi aromātai tāpiri i runga o te whakataunga ā te Toihau Arotake i Te Tari Arotake Mātauranga.

E aromātai ana Te Tari Arotake Mātauranga i te whānuitanga me te whai hua o ngā mahi ā te kōhanga reo ki te whakatutuki i ngā take i whakatakotohia ai i roto i te pūrongo aromātai mātauranga o mua atu i tēnei, me ētahi atu wāhanga rānei i tāutuhia ai whai muri o taua aromātai.

Ngā Whakataunga mō ngā Whakapuakitanga

Ko tēnei aromātai tāpiri i whakaritea i runga i te aromātai o te whakatutukitanga a te whānau i te whakahaeretanga o te kōhanga reo, ki ngā wāhanga i tāutuhia ai e te pūrongo a Te Tari Arotake Mātauranga, i mua atu, me ngā take rānei kua tāutuhia whai muri o taua aromātai. Ko ngā whakataunga mō ngā whakapuakitanga e pā ana ki tēnei aromātai, ko te titiro ki:

te whakapiki ake i te āheinga reo Māori o te whānau me ngā kaimahi

te whakahaeretanga o te whānau, tae atu ki te whakamahere me te aromātai i te hōtaka, te māramatanga ki ō rātou tūranga me ā rātou kawenga mahi, te whakatau whakaritenga me te tuku pūrongo a te whānau, ngā tukanga ki te arohaehae i ngā kaimahi.

2 Te Horopaki

E tū ana Te Kōhanga Reo o Atawhai ki Woodville, ki te taha o te marae o Te Ahu o Te Tūranga. He kōhanga reo iti tēnei ki tētahi hapori tuawhenua.

I tāutuhia ki te pūrongo o mua a Te Tari Arotake Mātauranga i te tau 2015, te maha o ngā take āwangawanga i hāngai ai ki te hōtaka akoranga, te whakahaeretanga o te whānau, me te reo Māori. Mai i taua pūrongo o mua, kua mahi ngātahi te whānau ki te whakatutuki haere i aua take.

3 Ngā Whakaaturanga

Ka kitea te māramatanga o ngā tamariki ki te reo Māori. Ka whakapau kaha ngā kaimahi ki te kōrero i te reo Māori e mōhiotia ana e rātou ki ngā tamariki. Ka whakamahi rātou i ngā karakia, ngā waiata, ngā pao, me ngā kōrero i roto i te hōtaka o ia rā, hei whakatauira, hei whakatairanga hoki i te whakamahinga o te reo Māori. E āhei ana ngā tamariki ki te whai i ngā tohutohu māmā. Ka taea e rātou ngā kupu māmā me ngā kīanga māmā te tāwhai. E āhei ana ētahi o ngā tamariki ki te taki i ngā karakia me te waiata i ngā wai, mā te akiaki tonu a te kaiako. Ka ako te whānau i ngā karakia me ngā waiata ki te taha o ā rātou tamariki, hei whakapakari ake i tō rātou reo. Ka whiwhi ngā whānau i ngā rauemi e hāpai ana i te reo Māori i roto i ō rātou kāinga. E aro nui ana ngā tamariki ki te reo Māori.

He tukanga ā ngā kaimahi mō te whakamahere i te hōtaka akoranga. Ka mahi rātou ki te taha o te whānau ki te whakawhanake i tētahi mahere ā-tau ka ārahi i te whakapuakitanga o te hōtaka. E āta hono ana ngā mahere ā-tau ki Ngā Pou e Whā me Ngā Taumata Whakahirahira. Ka whakamahi ngā kaimahi i ngā mahere ā-tau ki te whakawhanake i ngā mahere o ia wāhanga e ārahi ana i ngā hōtaka ki te whakatutuki i ngā matea ako o ngā pēpi, ngā tēina, me ngā tuākana. Ka tāutu rātou i ngā taumahi me ngā rauemi ka hāpai i ngā tamariki i roto i te hōtaka o ia rā. He mātātoa te tautoko o te whānau i ngā kaimahi, i roto i te whakapuakitanga o te hōtaka akoranga. Ka whai wāhi atu rātou ki te hōtaka o ia rā hei kaiāwhina, ā, ka whakarite i ngā taumahi, ka mātakitaki hoki i ngā tamariki. Ka whai wāhi hoki ngā whānau ki te whakarite i ngā haerenga, kia tae atu ngā tamariki ki ngā kaupapa i te hapori whānui. E whiwhi ana ngā tamariki i ngā painga o tētahi hōtaka i āta whakamaheretia ai, i āta whakaritea ai hoki.

Kua pai ake te māramatanga o te whānau ki ō rātou tūranga me ā rātou kawenga mahi ki te whakahaere i te kōhanga reo. Kua mahi ngātahi rātou ki te whakatutuki i ngā take i tāutuhia ai, mā tā rātou whakarite i ngā hui ā-whānau o ia marama, me te hāpai i ngā mahi a te kaiako ki te whakamahere me te whakapuaki i te hōtaka akoranga. He hanganga tā ngā hui, ā, ka tuhia hoki. Ka whiwhi ngā whānau i ngā pūrongo a ngā kaimahi, mō te ako me te ahu whakamua a ā rātou ake tamariki. Ka whakarato te kaitiaki pūtea i ngā pūrongo pūtea, kia āhei ai rātou ki te aroturuki i tō rātou tūnga pūtea, me te whakariterite mō ngā whakawhanaketanga ā meāke nei. Ka whakatau ngātahi te whānau i ngā whakaritenga, hei whakapai ake i ngā akoranga a ngā tamariki, me ngā whakahaeretanga o te kōhanga reo. Ka whakatutukihia ngā whakataunga katoa, hei tino painga mō ngā tamariki.

Kua whakatakotohia e te whānau tētahi tukanga arohaehae. Kua whakawhanakehia e rātou tētahi kaupapa here hei ārahi i ā rātou mahi arohaehae. He whai wāhitanga mō ngā kaimahi ki te arohaehae whaiaro, me te tāutu i ngā wāhanga hei whakawhanake ngaio. Ka whakamahia aua whāinga hei tūāpapa mō tā rātou mahere whakawhanaketanga ngaio. Hui ai te kaiako ki te taha o tētahi kaiarohaehae o waho, i ngā wā e rua o ia tau, ki te whakawhiti kōrero mō te ahu whakamua ki te whakatutuki i āna whāinga, me ngā huarahi ka whāia tonuhia hei whakapai ake tonu i āna whakaritenga. E wātea ana hoki te kaiako ki te toro atu ki ngā kaimahi o te purapura, me tētahi kaiwhakawhirinaki, ā, ka rere pai ngā kōrero urupare me te tautoko. Ka tuhia ngā whakawhitinga kōrero, ā, ka whakapuakihia ki ngā hui ā-whānau hei whakaarotanga, hei kōrerotanga anō hoki mā rātou. Ka pai ake te ako a ngā tamariki i te wā ka arotahi ngā whakaritenga a ngā kaimahi ki ō rātou pūmanawa ake.

Ngā Whakaritenga Matua ka Whai Ake

Me whakawhanake ake i te āheinga reo Māori o te whānau. Ahakoa kua ahu whakamua, kāhore i a rātou tētahi mahere ki te whakapiki ake i te whakamahinga me te kounga o te reo Māori. Kua whai pānga tēnei ki te whakapakaritanga ake o te whakawhanaketanga ā-whānau. E ākina ana te whānau kia whai whakaaro ki ngā huarahi ka hāpai i te whakawhanake tonutanga o te reo Māori, mō ngā tamariki, ngā kaimahi, me te whānau.

Ko te aromātai hōtaka tētahi wāhanga e āwangawanga tonuhia ana. He uaua te āta tātari i te aroturukitanga o te hōtaka akoranga mō āna whai huatanga. Ka kōrerohia e te kaiako te hōtaka akoranga ki te whānau, ā, he mea nui kia auau aua whakawhitinga kōrero, kia āta tuhia anō hoki. Me arotahi ngā whakawhitinga kōrero ki tēnā i whai hua ai, ki tēnā anō hoki kīhai i whai hua ai, me ngā huarahi e tika ana ki te whakapai ake i te hōtaka, hei hāpai ake anō i ngā matea ako o ngā tamariki.

4 Ngā Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo ngā taunakitanga e whai ake nei, arā, kia:

  • whakapiki i te whakamahinga me te kounga o te reo Māori
  • whakapakari i te aromātai hōtaka.

Hei ā hea Te Tari Arotake Mātauranga aromātai anō ai i te kōhanga reo?

Ka whakahaere anō Te Tari Arotake Mātauranga i te aromātai whai muri o Te Kōhanga Reo o Atawhai i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

28 Whiringa ā-rangi, 2017

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Woodville

Te tau a te Tāhuhu o te Mātauranga

55152

Te tau tohu o te kōhanga reo

08G030

Te tūmomo raihana

Te Kōhanga Reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

25 ngā tamariki, kia tokowaru ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

11 ngā tamariki, tokotoru kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 6

Tama 5

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

16 Whiringa-ā-nuku 2017

Te wā o tēnei pūrongo

28 Whiringa ā-rangi, 2017

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Mahuru 2015

Here-turi-kōkā 2012

Poutū-te-rangi 2009

1 Background

Introduction

A supplementary evaluation is undertaken at the discretion of the Chief Review Officer of the Education Review Office (ERO).

ERO evaluates the extent and effectiveness of actions a kōhanga reo has taken towards addressing issues specified in its previous ERO evaluation and/or any additional areas identified since that evaluation.

Terms of Reference

This supplementary evaluation is based on an evaluation of the performance of the kōhanga reo governing body and management in relation to areas identified in the previous ERO report or issues identified since that evaluation. The terms of reference for this evaluation area to investigate:

increase te reo Māori capability of whānau and kaimahi

whānau management which includes programme planning and evaluation, understanding their roles and responsibilities; whānau decision making and reporting, kaimahi appraisal processes.

2 Context

Te Kōhanga Reo o Atawhai is located in Woodville next to Te Ahu o Te Tūranga Marae. It is a small kōhanga reo in a rural community.

The previous ERO report, 2015, identified a number of concerns around the learning programme, whānau management and te reo Māori. Since the last report the whānau have been working together to address these issues.

3 Findings

Children demonstrate an understanding of te reo Maōri. Kaimahi speak te reo Maori to the children to the best of their ability. They use karakia, waiata, pao and kōrero in the daily programme to model and promote the use of te reo Māori. Children are able to follow basic instructions. They can mimic simple words and phrases. Some children are able to recite karakia and sing waiata when prompted by the kaiako. Whānau learn karakia and waiata alongside their children to strengthen their language. Whānau are provided with resources to support te reo Māori in the home. Children are responsive to te reo Māori.

Kaimahi have processes to plan the learning programme. They work with whānau to develop an annual plan to guide programme delivery. Annual planning is clearly linked to Ngā Pou e Whā and Ngā Taumata Whakahirahira. Kaimahi use this to develop term plans, which guides them with programmes to cater for babies, teina and tuakana learning needs. They identify activities and resources to support children in the daily programme. Whānau actively support kaimahi in the delivery of the learning programme. They participate in the daily programme as kaiāwhina by organising and supervising activities. Whānau help organise trips for children to attend community events. Children benefit from a programme that is well planned and organised.

Whānau have an improved understanding of their roles and responsibilities to manage the kōhanga reo. They have been working together to address identified issues by setting regular monthly whānau meetings and supporting the kaiako to plan and deliver the learning programme. Meetings are structured and documented. Whānau receive kaimahi reports about children’s learning and their progress. The treasurer provides financial reports so that they are able to monitor their financial position and plan for future developments. Whānau collectively make decisions to improve children’s learning and the kōhanga reo operations. All decisions are made in the best interest of children.

Whānau have an appraisal process in place. They have developed a policy to guide them with appraisal. Kaimahi are given the opportunity to self-appraise and identify areas for professional development. These goals are used as a basis for their professional development plan. The kaiako meets twice a year with an external appraiser to discuss progress against her goals and ways to improve her practice. The kaiako also has access to staff from the purapura and a mentor who provide ongoing feedback and support. Discussions are recorded and shared at hui whānau for their consideration and comment. Children’s learning will improve when kaimahi practice focuses on their individual strengths.

Key Next Steps

Whānau capability in te reo Māori needs to be further developed. Although there has been some progress they do not have a collective plan to increase the use and quality of te reo Māori. This has impacted on the time to strengthen whānau development. Whānau are encouraged to consider ways to support the ongoing development of te reo Māori for children, kaimahi and the whānau.

Programme evaluation still remains an area of concern. It is difficult to gauge how the learning programme is being monitored for effectiveness. The kaiako discusses the learning programme with whānau, and it is important to ensure these discussions occur regularly and are well documented. Discussions should focus on what worked, what didn’t work and how the programme can be improved to better support children’s learning needs.

4 Recommendations

ERO and the kōhanga reo whānau developed the following recommendations:

  • Increase the use and quality of te reo Māori

  • Strengthen programme evaluation.

When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo o Atawhai will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

28 November 2017

Information about the Kōhanga Reo

Location

Woodville

Ministry of Education profile number

55152

Kōhanga Reo Identification Number

08G030

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 8 aged under 2

Kōhanga Reo roll

11 children, including up to 3 aged under 2

Gender composition

Girls 6

Boys 5

Ethnic composition

Māori

100%

Review team on site

16 October 2017

Date of this report

28 November 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2015

August 2012

March 2009