10 Derrick Road, Kawakawa
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi.
E tū ana Te Kōhanga Reo o Kawakawa ki te tāone o Kawakawa, ki Te Tai Tokerau. Ko Ngāti Hine te iwi.
E whakarato ana te whānau i tētahi taiao e whakatairanga ana i ngā whai wāhitanga mō ngā mokopuna ki te rongo i ngā taunekeneke papai.
E mahi ngātahi ana te whānau ki te whakahaere i ngā whakaritenga ki te kōhanga reo. He pai te whai wāhi atu a te whānau ki te kōhanga reo. Tū ai ngā hui ā-whānau i ia te wā, ā, he pai hoki te taetae atu. E whai kiko ana ngā pūrongo e whakapuakihia ana mā te whānau. E whakaraupapa ana te mahere ā-tau i ngā mahi matua me ngā kawenga matua i roto i ngā whakaritenga i te tari. Ko ngā rēhita o te hauora me te haumaru e whakatakoto ana i ngā maiki me ngā wā moe, hei āta whakatau i te aronga nui ki te waiora o ngā mokopuna. Kei te mahere rautaki te tirohanga me ngā wawata o te whānau mō ngā mokopuna. Kua whakawhanakehia e te whānau tētahi mahere mahi, ā, he rārangi wā anō hoki kei roto e aroturuki ana i te ahu whakamua. E whai hua ana ngā mokopuna nā te papai o ngā mahi whakahaere i te kōhanga reo.
E whai hua ana ngā mokopuna nā te pakari o ngā mahere, te aromatawai, me te aromātai hōtaka. E whai pūtake ana ngā mahere a ngā kaiako, ā, kua āta waihangatia. He matawhānui ngā mahere, ā, ka whakahāngaitia ki Te Whāriki a Te Kōhanga Reo. Ka whai wāhi ki aua tuhinga, ko ngā mahere ā-tau, ā-wāhanga, ā-wiki hoki, hei ārahi i ngā kaimahi, ā, hei āta whakatau hoki i te whai aronga o te hōtaka. Ka whakamahi ngā kaimahi i te tangongitanga o ngā rautaki ki te whakatakoto haere i te ako me te whakawhanaketanga. He pai te whakatakotoranga o ngā mātai i te mokopuna me ngā pūkete e pa ana ki ia tamaiti. E arotahi ana ngā mōhiohio ki te whakawhanaketanga o ia mokopuna. He pai te whakamōhio i ngā whānau, mō te ako me te ahu whakamua a ngā mokopuna. Ka whakamahia te Aho Poutama, hei whakaatu i ngā tauira mahi a ngā mokopuna, tae atu ki ngā paki ako e whakatakoto haere ana i te ahu whakamua a ngā mokopuna. Ka whakamahia e ngā kaiako ngā whakawhitinga whakaaro me ngā kōrerorero ki te whakamōhio i ngā whānau ki te whakawhanaketanga ako o ngā mokopuna. Whakaaro huritao ai ngā kaimahi i ia te wā ki te tautuhi i ngā whakaritenga matua ka whāia mō te whakapai ake i te hōtaka akoranga me te hāpai ake i te ako a ngā mokopuna. Ko ngā mokopuna kei te pūtake o ngā whakaritenga.
Kua whakatinanahia te whānau i ngā kaupapa here me ngā tukanga, engari, kāhore anō kia timata te aromatawai haere i aua kaupapa here mena e whakamōrearea ana i te hauora me te haumaru o ngā mokopuna.
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei, arā, ki:
te haumaru ā-whatumanawa, tae atu ki te ārahi mauritau me te ārai tamariki
te haumaru ā-tinana, tae atu ki te mātakitaki tamariki, ngā whakaritenga whakamoe, ngā aituā, te whāngai rongoā; me ngā kaupapa here, ngā tukanga hoki mō ngā haerenga whakawaho
te tū tika o ngā kaimahi, tae atu ki te tika o ngā tohu mātauranga, ngā mahi arowhai a ngā pirihimana, me te tatauranga ki waenga i te kaiako me te tamaiti
ngā whakaritenga ohotata me ngā tikanga ohotata e pā ana ki te rū whenua, te ahi, te waipuke, te tai āniwhaniwha, me te mate urutā.
E taunaki ana Te Tari Arotake Mātauranga kia haere tonu ngā mahi a te whānau o te kōhanga reo ki te kōkiri i te tukanga auau o te arotakenga kaupapa here, hei āta whakatau i te haumaru o ngā mokopuna.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
27 Whiringa ā-nuku, 2023
|
Te tūwāhi |
Kei Kawakawa |
|
Te tau a te Tāhuhu o te Mātauranga |
18339 |
|
Te tau tohu o Te Kōhanga Reo |
01C039 |
|
Te tūmomo whare |
He kōhanga reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
Te tokomaha mō te raihana |
20, kia tokorima ki raro i te rua o ngā tau |
|
Te tokomaha kei runga i te rārangi ingoa |
15, tokorua kei raro i te rua o ngā tau |
|
Ngā hononga ā-iwi |
Māori 14, Iwi kē 1 |
|
Te wā arotake i mua i te taenga atu ki te kōhanga reo |
Hōngongoi 2023 |
|
Te wā o tēnei pūrongo |
27 Whiringa-a-nuku 2023 |
|
Ngā pūrongo o mua a |
Arotake Mātauranga, Pipiri 2017; Arotake Mātauranga, Here-turi-kōkā 2013 |
The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO’s reports provides important information for hapū and iwi.
Te Kōhanga Reo o Kawakawa is in the Northland town of Kawakawa. Ngati Hine is the local Iwi.
Whānau provide an environment that provides opportunities for mokopuna to have positive interactions.
Whānau work together as a team to manage kōhanga reo operations. There is good whānau involvement and participation in the kōhanga reo. Whānau hui are held regularly and are well attended. Reporting to the whānau is detailed. The annual plan outlines key administration duties and responsibilities. Health and safety registers for accidents, sleep, are documented to ensure mokopuna wellbeing is prioritised. The strategic plan includes the vision and aspirations whānau hold for mokopuna. Whānau have developed an action plan that includes timelines to monitor progress. Mokopuna benefit from a well-managed kōhanga reo.
Mokopuna benefit from sound planning, assessment, and programme evaluation. Kaiako planning is purposeful, and well-designed. Planning is detailed and aligned to Te Whāriki a Te Kōhanga Reo. This includes annual, term, and weekly plans to guide kaimahi and ensure the programme is focussed. Kaimahi use a range of strategies to record learning and development. Matai i te mokopuna and individual profile books are well presented. Information is focussed on the development of each mokopuna. Whānau are well informed about mokopuna learning and progress. Aho Poutama is used to display samples of mokopuna work including learning stories that track mokopuna progress. Informal and formal discussions are used by kaiako to inform whānau about mokopuna learning development. Regular focussed reflections assist kaimahi to identify key next steps for improving the learning programme to better support mokopuna learning. Mokopuna are the focus.
While policies and procedures have been fully implemented, there is a need for an ongoing process of self review to ensure these are meeting the needs of mokopuna.
During the evaluation, ERO looked at systems for managing the following areas:
emotional safety including positive guidance and child protection
physical safety including supervision, sleep procedures, accidents, medication, excursion policy and procedures
suitable staffing including appropriate qualifications, police vetting, ratios
emergency procedures and practices for earthquakes, fire, flood, tsunami and pandemic.
ERO recommends that the kōhanga reo whānau develop a regular process of policy review to ensure these are relevant to the health and safety needs of mokopuna.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
27 October 2023
|
Location |
Kawakawa |
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Ministry of Education profile number |
18339 |
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Kōhanga Reo Identification Number |
01C039 |
|
Licence type |
Te Kōhanga Reo |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
20 children, including up to 5 aged under 2 |
|
Kōhanga Reo roll |
15 children, including up to 2 aged under 2 |
|
Ethnic composition |
Māori 14, Other 1 |
|
Review team pre on site |
July 2023 |
|
Date of this report |
27 October 2023 |
|
Most recent ERO report(s) |
Education Review, June 2017; |
E tū ana Te Kōhanga Reo o Kawakawa ki te tāone o Kawakawa, i te Tai Tokerau. Ko Ngāti Hine te iwi. He hou te kaiako ki ōna tūranga me āna kawenga mahi. He pai ngā rauemi maha i te kōhanga reo, he wāteatea, he mā hoki te kōhanga reo.
Ka kitea ki ngā tamariki tō rātou mōhio ki ētahi āhuatanga o te reo me ngā tikanga Māori.
Ka rongo ngā tamariki i te manaaki me te aroha. Ka kitea e rātou te atawhai o ngā taunekeneke ki waenga i ngā pākeke. He pai te āhua o ngā taunekeneke o ngā tamariki ki ētahi atu. Kei te mārama ngā tamariki tuākana ki ngā kawenga a tō rātou tū hei tuakana. Ka manaaki rātou i ngā pēpi. He mauritau, he haumaru hoki te āhua o ngā tamariki ki te kōhanga reo.
E tino tautokona ana te ako a ngā tamariki i te reo me ngā tikanga Māori. Ka tuitui ngā kaimahi i te reo me ngā tikanga o Ngāti Hine ki te hōtaka akoranga. Ka whakamahi ngā kaimahi i ngā pakiwaitara, ngā pukapuka, ngā waiata, ngā karakia, me ngā kupu, hei hāpai i te whakawhanaketanga o te reo Māori o ngā tamariki. Haere ai ngā tamariki ki ngā marae o te hapori, ka taetae atu hoki ki ngā kaupapa i te hapori, ā, ka rongo rātou i te reo o te whaikōrero. Ka taea e ngā tamariki ngā pātai, ngā rerenga kōrero māmā, me ngā kīanga māmā te whakautu mā te reo Māori. Ka akiaki ngā kaimahi i ngā tamariki, ā, ka whakanuia ā rātou whakamātau. Ka whakamahi ngā tamariki i te reo Māori.
Kei te pakari haere te ngākau titikaha o ngā tamariki hei tangata whenua. He maha ngā wā ka whai wāhi atu rātou ki ngā pōwhiri me ngā whakatau, ā, ka ako rātou i ō rātou tūranga me ā rātou kawenga mahi. Ka tū ngā tamariki ki te tautoko i ngā kaikōrero mā te waiata kīnaki, ā, ka whakatinana rātou i ngā tikanga. He pakari ngā tamariki ki te taki i ō rātou ake pepeha. E mōhio ana ngā tamariki ki a rātou anō, ki ō rātou tūrangawaewae hoki.
Ka ako ngā tamariki ki te tiaki i tō rātou kōhanga reo. He mā, he pai te whakatakotoranga, ā, he riterite hoki te taiao ako. Kua waia ngā tamariki ki tō rātou wāhi, ki ā rātou mahinga, ā, ki ngā rauemi hoki. Ka whakapūmau ngā kaimahi i ngā whanonga me ngā herenga e tika ana, ā, e mōhio ana hoki ngā tamariki ki aua tū āhuatanga. He tino kaha te aronga toi whenuatanga o ngā tamariki ki tō rātou kōhanga reo.
He pai te whakamaheretanga o ngā hōtaka akoranga a ngā tamariki. Ka whai ngā kaimahi i ngā tukanga mārama. Ka whakamahi rātou i te angamahi o te kōhanga reo me ngā kaupapa ā-tau, ngā ngākau nuitanga anō hoki o ngā tamariki, hei whakatinana haere i ngā mahere. E hono ana ngā whāinga ako ki ngā kaupapa ako. Ka aro ngā mahere hōtaka ki ngā matea o ngā tamariki. Kua whakaritea e te kaiako tētahi tirohanga ā-tau o ngā kaupapa ako. Ka mahi ngātahi ngā kaiako me te whānau ki te waihanga i te hōtaka akoranga, i runga anō i ngā ngākau nuitanga o ngā tamariki. He mātātoa te whai wāhi atu a ngā tamariki ki ngā akoranga.
He pai te noho mōhio o te whānau ki te ahu whakamua a ā rātou tamariki. Ka whakamahi ngā kaimahi i te Mātai Mokopuna ki te whakaemi i ngā mōhiohio e pā ana ki ngā akoranga a ngā tamariki. Ka whakamahi rātou i ngā kitenga me ngā whakawhitinga kōrero a te whānau ki te aroturuki i te whakawhanaketanga o ngā tamariki. Ka whakamahi ngā kaiako i ō rātou mōhiotanga ki ia tamaiti, ki te whakamahere mō ō rātou matea ake. Ka aroturukitia te reo Māori, kia tika, kia whakawhānuihia hoki. Ka aroturukitia te ahu whakamua a ngā tamariki i roto i ngā akoranga.
He pai te whakahaeretanga i te kōhanga reo. He riterite te aromātai o roto. Arotakengia ai ngā kaupapa here i ia te wā. Kua whakaritea ngā kaupapa here matua me ngā tukanga matua e pā ana ki te hauora me te haumaru. He rawaka te whakahaere i ngā kaimahi. Kua oti te arohaehae i ngā kaimahi. Ka whai wāhi atu ngā kaimahi katoa ki ngā kaupapa whakangungu a te Poari Matua o Ngā Kōhanga Reo. He tino aronga tō te whānau ki tō rātou ahunga whakamua. Ka aroturuki rātou i tā rātou ahu whakamua, i runga anō i te āhua o ā rātou whāinga rautaki me ngā whāinga ā-tau. Ko ngā tamariki kei te pūtake o ngā whakataunga ki te kōhanga reo.
E tīmatahia ana e ngā kaimahi te aromātai hōtaka te whakamahi hei whakapai ake i ngā whakaritenga. He hou ngā kaimahi ki te tikanga whakaaro o te kōhanga reo. Kāhore rātou e hui ana i ia te wā ki te whakaaro huritao ki te hōtaka akoranga.
I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te kōhanga reo ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:
Ko te tikanga, ka whakatairanga ngā kōhanga reo 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.
E taunaki ana Te Tari Arotake Mātauranga me te whānau o te kōhanga reo, kia whakapai ake ngā kaimahi i ngā whakaritenga e pā ana ki te aromātai hōtaka, hei tātari i te whai huatanga o ngā hōtaka akoranga me ngā painga mō ngā tamariki.
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Kawakawa i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
29 Pipiri, 2017
|
Te tūwāhi |
Kei Kawakawa, i te Tai Tokerau |
||
|
Te tau a te Tāhuhu o te Mātauranga |
18339 |
||
|
Te tau tohu o Te Kōhanga Reo |
01C039 |
||
|
Te tūmomo whare |
He kōhanga reo |
||
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
||
|
Te tokomaha mō te raihana |
20, kia tokorima ki raro i te rua o ngā tau |
||
|
Te tokomaha kei runga i te rārangi ingoa |
10, tokotoru kei raro i te rua o ngā tau |
||
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Te ira tangata |
Kōtiro 5 Tama tāne 5 |
||
|
Ngā hononga ā-iwi |
Māori |
100% |
|
|
Te wā i te kōhanga reo te rōpū arotake |
Haratua 2017 |
||
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Te wā o tēnei pūrongo |
29 Pipiri, 2017 |
||
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Tāpiri |
Here-turi-kōkā 2013 Whiringa-ā-rangi 2009 |
|
Te Kōhanga Reo o Kawkawa is in the Northland town of Kawakawa. Ngāti Hine is the local iwi. The kaiako is new to her roles and responsibilities. The kōhanga reo is well resourced, spacious and clean.
Children demonstrate they have some knowledge of te reo and tikanga Māori.
Children experience manaaki and aroha. They observe warm interactions between adults. Children interact in positive ways with others. The older children understand their roles as tuākana. They care for the babies. Children appear secure and safe in the kōhanga reo.
Children are well supported to learn te reo and tikanga Māori. Kaimahi integrate te reo and tikanga o Ngāti Hine into the learning programme. Kaimahi use stories, books, songs, karakia, and vocabulary to support children’s te reo Māori development. Children visit the local marae and attend community events where they hear the language of whaikōrero. Children can respond to questions, simple sentences and phrases in te reo Māori. Kaimahi encourage children and praise their efforts. Children use te reo Māori.
Children gain confidence as tangata whenua. They often participate in pōhiri and whakatau and learn their roles and responsibilities. Children support kaikōrero with waiata and practice tikanga. Children confidently recite their individual pepeha. Children know who they are and where they are from.
Children learn to care for their kōhanga reo. The learning environment is clean, tidy and well organised. Children are familiar with their surroundings, routines and resources. Kaimahi reinforce acceptable behaviours and boundaries and children are aware of these. Children have a strong sense of belonging to their kōhanga reo.
Children’s learning programmes are well planned. Kaimahi follow clear processes. They use the kōhanga reo framework, annual events and children’s interests to inform planning. Learning objectives are linked to learning topics. Programme planning is responsive to the needs of children. The kaiako has prepared an annual overview of learning topics. Kaiako work collaboratively with the whānau to design the learning programme based on children’s interests. Children are actively engaged in learning.
Whānau are well informed about their children’s progress. Kaimahi use He Mātai Mokopuna to gather information about children’s learning. They use observations and whānau discussions to monitor children’s development. Kaiako use their knowledge about individuals to plan for their needs. Te reo Māori is monitored for accuracy and extension. Children’s progress in learning is monitored.
The kōhanga reo is well managed. Internal evaluation is consistent. Policy reviews are regular. Core health and safety policies are in place. Personnel management is adequate. Kaimahi appraisals are complete. All kaimahi participate in Te Kōhanga Reo National Trust (TKRNT) training courses. The whānau has a clear sense of their future direction. They monitor their progress against their strategic and annual goals. Children are at the heart of decision making in kōhanga reo.
Kaimahi are at the early stages of using programme evaluation to improve practice. Kaimahi are new to the Kōhanga Reo philosophy. They do not meet regularly to reflect on the learning programme.
During the evaluation, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:
All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO and the Kōhanga Reo whānau recommend that kaimahi improve programme evaluation practices to determine the effectiveness of learning programmes and the outcomes for children.
The next ERO evaluation of Te Kōhanga Reo o Kawakawa will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
29 June 2017
|
Location |
Kawakawa, Northland |
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|
Ministry of Education profile number |
18339 |
||
|
Kōhanga Reo Identification Number |
01C039 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
20 children, including up to 5 aged under 2 |
||
|
Kōhanga Reo roll |
10 children, including up to 3 aged under 2 |
||
|
Gender composition |
Girls 5 Boys 5 |
||
|
Ethnic composition |
Māori |
100% |
|
|
Review team on site |
May 2017 |
||
|
Date of this report |
29 June 2017 |
||
|
Most recent ERO report(s) |
Education Review Supplementary Review |
August 2013 November 2009 |
|
|
Te tūwāhi |
Kei Kawakawa ki te Tai Tokerau |
|
Te tau a te Tāhuhu o te Mātauranga |
18339 |
|
Te tūmomo whare |
He Kōhanga Reo |
|
Te maha mō te raihana |
20 tokorima ki raro iho i te rua ngā tau |
|
Te maha kei runga i te rārangi ingoa |
15 tokotoru ki raro iho i te rua ngā tau |
|
Te ira tangata |
Kōtiro 8 Tama Tāne 7 |
|
Ngā hononga ā-iwi |
He Māori 15 |
|
Te wā o te arotake |
Here-turi-kōkā 2013 |
|
Te wā o tēnei pūrongo |
Hakihea 2013 |
|
Ngā pūrongo o mua a te Tari Arotake Mātauranga |
Arotake Tāpiri, Poutū-te-rangi 2010 Arotake Tāpiri, Whiringa-ā-rangi 2008 Arotake Mātauranga, Haratua 2007 |
Kei te tāone o Kawakawa te Kōhanga Reo o Kawakawa. Ko te tokomaha o ngā kaikōrero i tipu ake ai i roto i te reo Māori tētahi tino āhuatanga o te kōhanga reo. He ākonga tawhito ētahi o ngā mātua o te whānau o te kōhanga reo me te kura kaupapa Māori. Ko te kōrero me te whakapūmau ki te reo Māori tētahi kaupapa whaihua, ā, he mea whakahirahira mā ngā tamariki me ētahi o ngā mātua o te whānau. Ko Ngāti Hine te iwi.
I kōwhiritia e te whānau me ngā kaimahiNgā Taumata Whakahirahirate kaupapa arotahi mō tēnei arotake. E māia ana ngā tamariki ki te hāpai i ō rātou tūranga hei tangata whenua. E āhei ana ngā tamariki ki te whai haere i ngā tohutohu me whakaputa i ngā rerenga kōrero māmā noa. I ētahi wā ka whakatauira ngā tamariki e tino mōhio ana i te reo Māori mā ā rātou teina.
He ākonga auaha, ā, e taea ana e ngā tamariki te whiriwhiri i ā rātou akoranga anō. E whai wāhi atu ana ngā tamariki ki te whai i ō rātou hiahia, te tūhura haere me te tākaro mō te wā roa. E whakarite ana ngā kaimahi i ngā kēmu me ngā rauemi i te rā katoa. He mea tautoko i ngā akoranga a ngā tamariki ēnei ngohe hei whakapakari ake i ō rātou pūmanawa ki te whakaputa i ō rātou auahatanga, ō rātou mōhio ki te mātauranga o te pāngarau, ō rātou mōhio ki te mātauranga o te pānui tae noa ki ō rātou pūkenga ā-tinana. He mea mauritau te rere o ngā whakaritenga o ia rā me ngā tikanga kua whakaritea, ā, e tautoko ēnei whakaritenga i ngā akoranga me ngā wā whakawhanaunga mā ngā tamariki.
He anga whaihua tō ngā kaimahi hei whakamāherehere i ngā kaupapa mā ngā tamariki. Kei roto i ēnei māhere ngā kōrero hōhonu e tautoko ai ngā kaimahi ki te whakahaere i ngā kaupapa ako mā ngā tamariki. He mea whānui ngā whakahaere mā ngā aromatawai, ā, he ōrite ngā rautaki aromatawai ki ngā whakahaere ka kitea i roto i ētahi atu o ngā kōhanga reo. E tīmata ana ngā hiahia me ngā kaha o ngā tamariki ki te whakaputa i ā rātou. Me whai wāhi inaiānei ki te hui i te wā i te wā ki te aromātai i te whaihua o te wātaka o ia rā me te kaupapa ako o te wā. E haere tonu ana ngā mahi hei whakapakari ake i te hōtaka aromātai.
E kaha tautoko ana te whānau i ā rātou tamariki, ngā kaimahi me te kōhanga reo. E tino whai wāhi atu ana rātou ki ngā tūranga hei whakahaere i ngā wāhanga rerekē o te kōhanga reo tae noa ki te hōtaka whakahaere o ia rā. E whai hua ana ō rātou mahi ngātahi, ā, e ngākau nui ana rātou ki te kōrero ngātahi me te whakatau i ngā take o te wā. Ka rongo i te whanaungatanga i waenganui i te whānau, ngā kaimahi me ngā tamariki.
He mea tōtika ngā whakahaere a te whānau ki te kōhanga reo. Tērā anō ngā tukanga tōtika mō te whakahaere pūtea, ngā whakahaere a te tari, ngā take e pā ana ki ngā kaimahi, te whakatakoto i te māhere rautaki tae noa ki ngā take e pa ana ki te whakapaipai i te whenua me ngā whare. Kua whakaraupapatia pai ngā pūkete mō ia kaimahi, ā, kua tiakina pai ēnei pūkete.
Tērā anō ētahi take i pupū ake ai i roto i tēnei arotake hei whakapai ake anō. E hāngai ana ēnei take ki ngā aromātai ā-kaimahi, te whakarite i ngā pūrongo whaitake mā ngā mātua o te whānau e pā ana ki ngā haerenga a ngā tamariki tae noa ki ngā kōrero hōhonu mō ngā akoranga a ngā tamariki e hāngai ana ki ngā kaupapa ako. Me whai whakaaro ngā kaimahi inaiānei ki ngā rautaki whaihua hei wero me te whakapakari ake i ngā āheinga o ngā tamariki e tino mōhio ana.
E whakaae ana Te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga hei wāhanga o te huringa arotake o te wā.
I mua o te arotake, i īnoitia te whānau o Te Kōhanga Reo o Kawakawa kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake, ā, kia whakamahia ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga.
Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitiwhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga me te whānau. I arotahi tēnei whakawhitiwhitinga ki ngā kōrero i te puritia e te kōhanga (tāpiri atu ki ngā kōrero arotake whaiaro) ā, me te whānui atu o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki o Te Kōhanga Reo o Kawakawa.
I whakaritea e te whānau ko āna kaupapa arotahi ko:
Ko te katoa o ngā arotake mātauranga ā te Tari Arotake Mātauranga i roto o ngā kōhanga reo e arotahi ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga, kei roto i tēnei ko te kounga o te:
Ko ngā kitenga a te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.
I kōwhiritia e ngā kaimahiNgā Taumata Whakahirahirahei kaupapa arotahi mā te arotake. Ka ahu mai ēnei whenu iTe Whāriki, te marautanga mā ngā kōhanga reo. E whakahaeretia ana e ngā kaimahi ngā rautaki whaiora hei tautoko i te akoranga me te tipuranga o ia tamaiti.
Ngā whakatauiratanga.E whai wāhi atu ana ngā tamariki ki whakawhiti kōrero ki ngā tāngata e mātau ana ki te reo Māori. Ko te kaiako, ngā kaimahi, te kuia me tētahi matua o te whānau ngā kaikōrero reo Māori i tipu ake ai i te reo Māori. He ākonga tawhito ētahi o ngā mātua o te kōhanga reo me te kura kaupapa Māori. E tino mātau ana rātou ki te reo Māori, ā, ka kōrerotia te reo Māori i te kāinga me te kōhanga reo. Kua kaha tautokotia ngā tamariki ki te whakapiki i ō rātou mātau ki te reo Māori.
Te tipuranga o te reo Māori o ngā tamariki.E rumaki ana ngā tamariki ki te reo Māori. E kamakama ana rātou ki te whakaputa me te waiata i ngā mihi, ngā karakia, ngā waiata, ngā hīmene, ngā whakapapa me ngā pepeha. E āhei ana ngā tamariki ki te whai atu i ngā tohutohu me te whakaputa i ngā rerenga kōrero māmā noa. Ka whakatauira ngā tamariki e tino mōhio ki te kōrero i ngā rerenga tika mā ngā tamariki teina. E whakahaeretia ana ngā kaimahi i ngā rautaki hīkaka me ngā wheako hihiri hei whakaako i te reo Māori.
Ngā tūranga tangata whenua.E māia ana ngā tamariki ki te hāpai i ō rātou tūranga hei tangata whenua. E waia ana ngā tamariki ki ngā tikanga o te pōwhiri, te waiata, te karakia, te hongi me te hariru. E whai wāhi atu ana ngā tamariki ki te mahi ngātahi ki ngā kuia me ngā mātua o te whānau e tino mātau ana ki te karanga, te whaikōrero, ngā kōrero ō-neherā me te manaaki tāngata. E noho ngākau mauritau ngā tamariki ki ēnei wheako ōkawa, ā, mā ēnei wheako e whai wāhi ana rātou ki ngā wheako mō ngā tikanga Māori e hanga ai ki ngā rangi ō-neherā.
Te tuakiri me te mana motuhake o tēnā me tēnā.He pakari rawa te tuakiri me te mana motuhake o ngā tamariki katoa. E whakahaeretia ana ngā kaimahi me te whānau i ngā pepeha, ngā whakapapa, ngā pūrākau hei whakanui ake i te whānau, te hapū, ngā hononga ā-iwi mō ia tamariki. E mārama ana ngā tamariki ki ngā tino wāhi tapu o ngā tūpuna huri noa i tō rātou rohe. He mea o ia rā te āhua o ngā wheako a ngā tamariki i te kōhanga reo, arā, ngā whakawhitiwhiti kōrero, ngā pūrākau me ngā waiata mō ō rātou whānau, ō rātou hapū me te iwi.
Ngā wheako akoranga.He ākonga auahatanga, ā, he ākonga takitahi ngā tamariki, arā, e taea ana e rātou te whai i te akoranga e hiahiatia ana e rātou. E whai wāhi atu ana ngā tamariki ki te whai i ō rātou hiahia, te tākaro mō te wā roa me te tūhura haere. Kua whakaritea e ngā kaimahi ngā kemu huhua me ngā rauemi mō te rā katoa. He mea tautoko i ngā akoranga a ngā tamariki ēnei ngohe hei whakapakari ake i ō rātou pūmanawa ki te whakaputa i ō rātou auahatanga, ō rātou mōhio ki te mātauranga ā- pāngarau, ō rātou mōhio ki te mātauranga ā- pānui tae noa ki ō rātou pūkenga ā-tinana me ō rātou pūkenga auaha. He mea mauritau te rere o ngā whakaritenga o ia rā, ā, e tautoko ēnei whakaritenga i ngā akoranga me ngā wā whakawhanaunga mā ngā tamariki.
Ngā tākaro a ngā rōpū.E whai wāhi atu ana ngā tamariki ki te mahi ngātahi me te ako ngātahi ki a rātou anō. E manawanui ana rātou ki te tuari i ngā rauemi me te whai ngākau nui kia whai wāhi ai ngā tamariki katoa ki ngā ngohe. Tērā anō ngā whai wāhitanga mā ngā tamariki ki te tātaki i te wā e tākaro a rātou tae noa ki ngā wheako whai tikanga. E whai koha ana ngā tamariki ki te taunekeneke ki a rātou anō tae noa ki ngā kaimahi.
Te kaiako.He roa rawa te nohonga a te kaiako ki te kaupapa o te kōhanga reo. ā, e ngākau nui ana ia ki ngā mātua o te whānau me te hapori whānui tonu. Koia anō hoki te takawaenga mā te purapura ā-rohe, ā, ka whakahaere ia i te wā i te wā i ngā hui mā te Poari Matua o te Kōhanga reo. I ētahi wā, e tino whai wāhi atu ana te kaimahi ki te aromatawai i ngā kaimahi e whai haere ana i te Tohu Whakapakari. He tino tauira whai hua te kaiako mā ngā kaimahi, te whānau me ngā tamariki.
Te whakawhānui ake i ngā wheako akoranga.Me tino whai wāhi atu ētahi o ngā tamariki e tino mōhio ana ki te whakawhānui ake i ō rātou mātauranga. Mā te whai atu i tēnei wāhanga whakahaere e taea ana e ngā tamariki te whakapā ki ngā wheako hou me te eke rawa ki te taumata tiketike o te mātauranga.
I ngā wā katoa, ka aromātai te Tari Arotake Mātauranga i te kounga o te whakamāherehere me te aromātai i roto i ngā kōhanga reo hei whakatau i te kounga me te whānuitanga o te whānau o te kōhanga reo ki te whakamāherehere, ngā whakahaere me te aroturuki i ngā wāhanga whakahaere katoa o te kōhanga reo mā a rātou tamariki me te whānau. Ka āta hāngai te aromātai nei ki te hōtaka whakamāherehere me te aroturuki i te tipuranga ako o ngā tamariki.
Te whai wāhitanga me te ū o te whānau ki te kaupapa.E kaha tautoko ana te whānau i ā rātou tamariki, ngā kaimahi me te kōhanga reo. E tino whai wāhi atu ana rātou ki ngā tūranga hei whakahaere i ngā wāhanga rerekē o te kōhanga reo tae noa ki te hōtaka whakahaere o ia rā. He moemoeā tōtika tō te whānau mā ā rātou tamariki. Ko te reo me ōnā tikanga me te mana tuakiri o tēnā o tēnā ētahi o ēnei moemoeā. E whai wāhi atu ana te whānau ki te kōrero ngātahi me te whakatau i ngā take o te wā. Tērā anō ngā tukanga tōtika hei whakatau i te whānau hou. E waia ana ngā mātua o te whānau ki ō rātou haepapa me ō rātou tūranga tae noa ki te kaupapa o te kōhanga reo. Ka rongo i te whanaungatanga i waenganui i te whānau, ngā kaimahi me ngā tamariki.
Te whakatakoto i te māhere rautaki.He tino tirohanga whakamua tō te whānau mō ngā mahi hei whakatutuki mō ngā rangi ā meāke nei. He rārangi whāinga rautaki tō te whānau, ā, e tūhono ana ēnei whāinga kite Ara Tūāpaeme te māhere ā-rohe o te Poari Matua o te Kōhanga Reo. Ko te reo Māori, ngā momo rauemi hei hoko, ngā take e pā ana ki te whakapaipai i ngā whare, ngā whakangungu mā ngā kaimahi, ngā take e pā ana ki te whai rauemi ētahi o ngā tino wāhanga hei tirohanga mā rātou E ū ana te whānau ki te whakatutuki i ō rātou moemoeā mā ā rātou tamariki.
Ngā whakahaere a te whānau.He whānui rawa ngā whakahaere a te whānau, ā, kua whakahoutia ngā tukanga. He tōtika ngā tukanga mō te whakahaere pūtea, ngā whakahaere a te tari, ngā take e pā ana ki ngā kaimahi tae noa ki ngā take e pā ana ki te whakapaipai i ngā whare me te whenua. Kua tiakina pai ngā pūkete mō ngā kaimahi. E whai tikanga ana ngā rēhita huhua, ā, he māmā hoki ki te tiki atu i ngā mōhiohio. He ataahua te whakatakotoranga o ngā tino tuhinga, ā, e taea ana e tēnā me tēnā te tiki atu mai i te kaiwhakahaere.
Te whakamāherehere i ngā kaupapa ako.E whakahaeretia ana ngā kaimahi i te anga whakamāherehere kua hangaia e te Poari Matua o te Kōhanga Reo i te wā e whakatakoto ana rātou i ngā māhere rerekē e hāngai ana ki te kaupapa ako. Tērā anō tētahi māhere ā-tau, ngā māhere ā-wiki me ngā māhere mō ia rā. Kei roto i ēnei māhere ngā kaupapa ako, ngā ngohe mā ngā tamariki, ngā rārangi kupu, ngā rauemi ō-mataora me ngā putanga hua e pā ana ki te hōtaka. E mārama ana ngā tamariki ki te ao Māori, te ao whānui mā te arotahi ki ngā kaupapa rerekē. E kamakama ana rātou, ā, e hīkaka ana rātou ki te whai atu i ēnei wheako.
Ngā tukanga aromatawai.E whakahaeretia ana e ngā kaimahi ngā tukanga rerekē hei aroturuki me tautoko i te tipuranga ako o ngā tamariki. Ko te whakamahi i tētahi rārangi whakatutuki, te whakahaere i ngā aromatawai mō te reo Māori, te kohi i ngā whakaahua me ngā tuhinga whakaaro e hāngai ana ki te whakaahua, ngā mahi ā-kaupapa me tētahi pūrongo ā-wahanga ako ngā tukanga kua whakaritea. E tīmata ana ngā hiahia me ngā kaupapa o ngā tamariki ki te whakaputa.
Te arotake whaiaro.E mārama ana te whānau ki te kaupapa nui me te hua nui o te arotake whaiaro. E kaha ana rātou ki te whakaputa pūrongo mō ngā whakahaere rerekē o te kōhanga reo. E arotahi ana ngā whakaritenga tuku pūrongo ki te taetae a ngā tamariki ki te kōhanga reo, ngā akoranga a te whānau, ngā whakahaere pūtea, te whakangungu i ngā kaimahi, te kohikohi pūtea tae noa ki ngā matea whai hauora mō te kai a ngā tamariki. E tuku pūrongo ana te whānau i te wā i te wā ki te Poari Matua o te Kōhanga Reo mō ngā take e pā ana ki te reo Māori, ngā take e pā ana ki te hauora me te haumaru tae noa ki ngā whakahaere e pā ana ki te whenua me ngā whare, E kaha ū ana te whānau ki te whakapai ake i ngā wāhanga katoa o te kōhanga reo.
Ngā tukanga hei tuku i ngā pūrongo.Kāore ngā kaimahi i te tuku pūrongo mō ngā haerenga a ngā tamariki me ngā kaupapa akoranga o te wā. Mā te whakaputa pūrongo i te wā i te wā ki te whānau e whai mārama ai rātou ki ngā mahi kua hāpaitia ana e rātou tae noa ki a rātou akoranga ki te kōhanga reo.
Ngā aromātai a ngā kaimahi.E piki ana te maia o te whānau ki te whakahaere i ngā tukanga aromātai i ngā kaimahi. He iti noa ngā whakamāramatanga mō ngā tukanga hei whakahaere i ngā aromātai ā-kaimahi, ā, kāore ngā tukanga e hāngai ana ki ngā aratohu o te Poari Matua o te Kōhanga Reo. Kāore anō ngā kaimahi kia aromātaitia mō te wā roa.
Te hōtaka aromātai.E haere tonu ana te mahi hei whakapai ake i te hōtaka aromātai. Kāore ngā kaimahi i te hui i ngā wā katoa ki te matapaki i ngā wāhanga e whai hua ana me ngā wahanga kāore i te whai hua e pā ana ki ā rātou mahi, te kaupapa tae noa ki ngā ngohe o ia rā mā ngā tamariki.
Te Kōhanga Reo o Kawakawa He whakamāramaI mua o te arotake, i whakakīia e te whānau me ngā kaimahi otētahiTauāki Kupu Tūturu a te Whānau o te Kōhanga me tētahi 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:
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:
E tūtohu ana te tari Arotake o te Mātauranga ki te whānau me ngā kaimahi ki te:
E whakaae ana Te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga hei wāhanga o te huringa arotake o te wā.
Lynda Pura-Watson
Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)
17 Hakihea 2013
|
Location |
Kawakawa, Northland |
|
Ministry of Education profile number |
18339 |
|
Type |
Kōhanga Reo |
|
Number licensed for |
20 including 5 under two years old |
|
Roll number |
15 including 3 under two years old |
|
Gender composition |
Girls 8 Boys 7 |
|
Ethnic composition |
Māori 15 |
|
Review team onsite |
August 2013 |
|
Date of this report |
December 2013 |
|
Previous ERO reports |
Supplementary Review, March 2010 Supplementary Review, November 2008 Education Review, May 2007 |
Te Kōhanga Reo o Kawakawa is in the township of Kawakawa. The high number of native speakers of te reo Māori is a feature of the kōhanga reo. Some whānau members are graduates of kōhanga reo and kura kaupapa Māori. Their use of and commitment to te reo Māori is significant and has a positive influence on children and other whānau. The iwi is Ngāti Hine.
Whānau and kaimahi chose Ngā Taumata Whakahirahira as the focus for the review. Children are confident in their roles as tangata whenua. They are familiar with protocols associated with welcoming and caring for visitors. Children are able to follow instructions and use simple phrases. The more confident children often model te reo Māori for their younger peers.
Children are creative, independent learners. Children have opportunities to follow their interests, explore and play for extended periods. Kaimahi provide children with games and resources throughout the day. These activities assist children with their learning and development in creativity, numeracy and literacy, physical skills. Routines and tikanga flow smoothly and are positive learning and social times for children.
Kaimahi have a useful framework to plan kaupapa for children. Plans include clear detail that support kaimahi to effectively deliver kaupapa to children. Assessment practices are varied and consistent with techniques that are used in other kōhanga reo. Children’s interests and strengths are beginning to emerge. Kaimahi should now meet more regularly to evaluate the effectiveness of the daily programme and the learning kaupapa. Programme evaluation is still developing.
Whānau are highly supportive of their children, kaimahi and the kōhanga reo. They take an active role in different aspects of kōhanga reo operations and the children’s daily programme. Whānau have clear aspirations for their children. They work well together and willingly share in decision making. There is a strong sense of whanaungatanga among whānau, kaimahi and children.
Whānau manage the kōhanga reo in an organised manner. There are clear processes for financial management, office administration, staffing matters, strategic planning and property management. Whānau regularly report on different parts of the kōhanga reo operations. Personnel records are orderly and well kept.
There are some matters that need attention. These include kaimahi appraisals and providing whānau members with detailed and regular reports about children’s outings and learning kaupapa. Kaimahi should now consider how they can challenge and extend the more capable children.
ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.
Te Kōhanga Reo o KawakawaBefore the review, the whānau ofwas invited to consider its priorities for review using guidelines and resources provided by ERO.
Te Kōhanga Reo o KawakawaThe detailed priorities for review were then determined following a discussion between the ERO review team and whānau. This discussion focused on existing information held by the kōhanga reo (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at.
The whānau chose as its focus area:
All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
Kaimahi chose Ngā Taumata Whakahirahira as the focus for the review. These strands come from Te Whāriki, which is the curriculum for kōhanga reo. Kaimahi use a holistic approach to supporting each child’s learning and development.
Role models.Children are exposed to proficient speakers of te reo Maori. The kaiako, kaimahi, the kuia and a whanau member are all native speakers of te reo Māori. Some whānau members are graduates of kōhanga reo and kura kaupapa Māori. They are competent speakers of te reo Māori and regularly use te reo in the home and at kōhanga reo. Children are well supported in their te reo Māori development.
Children’s te reo Maori development. Children are immersed in te reo Māori. They eagerly recite and sing mihi, karakia, waiata, hīmene, whakapapa and pepeha. Children are able to follow instructions and use simple phrases. The more confident speakers often model te reo Māori for the younger children. Kaimahi use creative and interesting ways to teach te reo Māori.
Tangata whenua roles. Children are confident in their roles as tangata whenua. They are familiar with protocols associated with pōwhiri, waiata, karakia, hongi and hariru. Children have regular contact with kuia and whānau members who are skilled in karanga, oratory, history and hospitality. Children are relaxed in these formal settings which enables them to experience traditional forms of tikanga Māori.
Sense of belonging. Children have a strong sense of identity and belonging. Kaimahi and whānau use pepeha, whakapapa, waiata and stories to emphasise each child’s whānau, hapū and iwi connections. Children are aware of the various ancestral landmarks in their tribal area. Discussions, stories and waiata about whānau, hapū and iwi are a natural part of each child’s experience at the kōhanga reo.
Learning opportunities. Children are creative, independent learners. Children have opportunities to follow their interests, play for extended periods and explore. Kaimahi provide children with various games and resources throughout the day. These activities assist children with their learning and development in creativity, numeracy and literacy, physical potential and imaginative skills. Routines and tikanga flow smoothly and are positive learning and social times for children.
Group play. Children have opportunities to regularly participate and learn alongside each other. They willingly share resources and include each other in activities. There are occasions when children take lead roles during games and protocols. Children are respectful in their interactions towards each other and kaimahi.
The kaiako. The kaiako has had a long association with the kōhanga reo movement and is well respected among whānau and the community. She is the takawaenga for the local purapura and often attends and facilitates meetings on behalf of TKRNT. From time to time, the kaiako plays a pivotal role in assessing kaimahi who are working on Te Tohu Whakapakari. The kaiako is an effective role model for kaimahi, whānau and children.
Extending children’s learning experiences. Some of the more capable children need to be extended in their learning. This would enable children to make new discoveries and reach their potential.
ERO always evaluates the quality of planning and evaluation in kōhanga reo to determine the quality and extent to which the whānau plans, manages and monitors all areas of the kōhanga reo operations. Planning and evaluation includes programme planning and monitoring children’s development.
Whānau participation and commitment. Whānau are highly supportive of their children, kaimahi and kōhanga reo. They take an active role in different parts of the kōhanga reo operations and the children’s daily programme. Whānau have clear aspirations for their children. Some of these include te reo and tikanga Māori and a strong sense of belonging. Whānau share in discussions and sound decision making. There are clear processes for the induction of whānau. Whānau are familiar with their roles and responsibilities and the kaupapa of kōhanga reo. There is a strong sense of whanaungatanga among children, kaimahi and whānau.
Strategic planning. The whānau has a clear sense of direction and purpose for the future of their children and kōhanga reo. Whānau have a list of their strategic priorities which link to Te Ara Tūāpae and the Te Kōhanga Reo National Trust (TKRNT) regional plan. Te reo Māori, resource provisions, building developments and staff professional development are some major focus areas. Whānau are committed to fulfilling the aspirations they have for their children.
Whānau management. Whanau management practices are comprehensive, up to date and systematically organised. There are clear processes for financial management, office administration, staffing matters and property development. Personnel records are orderly and well kept. The various registers are clearly set out and accessible. Key documents are attractively presented and readily available from the administrator.
Kaupapa planning. Kaimahi use the planning framework created by TKRNT when they plan different learning kaupapa for children. There is annual, term, weekly and daily plans. These plans include kaupapa ako, children’s activities, word lists, natural resources and programme outcomes. Children are made aware of te ao Māori and the wider world through different kaupapa. They are excited and stimulated by these experiences.
Assessment practices. Kaimahi use various practices to monitor and assess children’s progress. These include a checklist, te reo Māori assessments, photographs with comments, kaupapa work and a term report. Children’s interests and strengths are beginning to emerge.
Self review. Whānau understand the value and importance of self review. They regularly report on several parts of the kohanga reo operations. Areas where reporting occurs include children’s attendances, whānau learning, financial management, staff training, fundraising and children’s nutritional needs. Whānau regularly report to TKRNT on matters associated with te reo Māori, health and safety and property management. Whānau are committed to improvement.
Reporting procedures.Children’s outings and learning kaupapa are not reported by kaimahi on a regular basis or in detail. Regular, detailed reports to whānau should help keep them informed about what their children do and learn at kōhanga reo.
Kaimahi appraisals.Whānau are developing in their confidence to implement the appraisal system. The existing appraisal system lacks detail and is inconsistent with TKRNT guidelines. Kaimahi have not been appraised for some time.
Programme evaluation. Programme evaluation is still developing. Kaimahi do not meet often enough to reflect on their practice, kaupapa and the children’s daily programme of activities.
Te Kōhanga Reo o Kawakawa Before the review, the licensee, whānau and staff ofcompleted an EROKōhanga Whānau Assurance StatementandSelf-Audit Checklist. In these documents they have attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following itemsbecause they have a potentially high impact on outcomes for children:
ERO recommends the whānau and kaimahi:
ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.
Lynda Pura-Watson
Acting National Manager Review Services Māori (Te Uepū ā-Motu)
17/12/2013
17/12/2013
These are the findings of the Education Review Office’s latest report on Te Kōhanga Reo o Kawakawa
Te Kōhanga Reo o Kawakawa is in the township of Kawakawa. The high number of native speakers of te reo Māori is a feature of the kōhanga reo. Some whānau members are graduates of kōhanga reo and kura kaupapa Māori. Their use of and commitment to te reo Māori is significant and has a positive influence on children and other whānau. The iwi is Ngāti Hine.
Whānau and kaimahi chose Ngā Taumata Whakahirahira as the focus for the review. Children are confident in their roles as tangata whenua. They are familiar with protocols associated with welcoming and caring for visitors. Children are able to follow instructions and use simple phrases. The more confident children often model te reo Māori for their younger peers.
Children are creative, independent learners. Children have opportunities to follow their interests, explore and play for extended periods. Kaimahi provide children with games and resources throughout the day. These activities assist children with their learning and development in creativity, numeracy and literacy, physical skills. Routines and tikanga flow smoothly and are positive learning and social times for children.
Kaimahi have a useful framework to plan kaupapa for children. Plans include clear detail that support kaimahi to effectively deliver kaupapa to children. Assessment practices are varied and consistent with techniques that are used in other kōhanga reo. Children’s interests and strengths are beginning to emerge. Kaimahi should now meet more regularly to evaluate the effectiveness of the daily programme and the learning kaupapa. Programme evaluation is still developing.
Whānau are highly supportive of their children, kaimahi and the kōhanga reo. They take an active role in different aspects of kōhanga reo operations and the children’s daily programme. Whānau have clear aspirations for their children. They work well together and willingly share in decision making. There is a strong sense of whanaungatanga among whānau, kaimahi and children.
Whānau manage the kōhanga reo in an organised manner. There are clear processes for financial management, office administration, staffing matters, strategic planning and property management. Whānau regularly report on different parts of the kōhanga reo operations. Personnel records are orderly and well kept.
There are some matters that need attention. These include kaimahi appraisals and providing whānau members with detailed and regular reports about children’s outings and learning kaupapa. Kaimahi should now consider how they can challenge and extend the more capable children.
ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this kōhanga reo.
If you would like a copy of the full report, please contact the kōhanga reo or see the ERO web page, http://www.ero.govt.nz.
Lynda Pura-Watson
Acting National Manager Review Services Māori (Te Uepū ā-Motu)
ERO is an independent, external evaluation agency that undertakes reviews of kura kaupapa Māori and kōhanga reo throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for tamariki and build on each kōhanga reo self review.
ERO’s framework for reviewing and reporting is based on four review strands.
ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for tamariki and useful to this kōhanga reo.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a kōhanga reo is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this kōhanga reo.