Ngatimanawa Marae 340 West Coast Road, Panguru
View on mapE tū ana Te Kōhanga Reo o Pā Arapeta ki te marae o Ngāti Manawa ki Panguru, e pā tata atu ana ki te whanga o Hokianga. E karapotia ana te kōhanga reo ki ngā taiao e mau nei i te hōhonutanga o ngā akoranga, pērā i ngā whanga, ngā awa, me te moana. Ka whai wāhi nui te hāhi Katorika ki te hapori o Panguru, ā, ka āta kitea tēnei tūāhuatanga ki te hōtaka akoranga a ngā tamariki.
Whai muri i te pūrongo o mua a Te Tari Arotake Mātauranga i te tau 2014, he tokomaha ngā kaimahi i whakatūngia ai i tēnei wāhanga, ā, ko te nuinga o rātou i haere ai ki te kōhanga reo i a rātou e nohinohi ana. He tokomaha ngā whānau e noho hou tonu ana ki te kaupapa o te kōhanga reo.
Ka kitea ki ngā tamariki e ako ana rātou ki tētahi taiao ā-whānau e poipoi ana i a rātou.
E ako ana ngā tamariki i tō rātou whai wāhi nui ki te whānau. Kua tuituia te marae me ngā tikanga ki te hōtaka o ia rā. Kawe ai ngā kaimahi i ngā tamariki ki te marae i ia te wā ki te tākaro me te tūhura haere. Ka whakaatu rātou ki ngā tamariki, ko ngā wāhi me ngā ingoa o ō rātou maunga, te moana, me te whare tupuna e whakapuakihia ai ki ō rātou pepeha. Ko ētahi o ngā taumahi ako, ko te whai wāhi atu ki ngā kaupapa i te marae, ā, ka hāpai tēnei i te ako a ngā tamariki i ngā tikanga me ngā kawa. Ka akiaki ngā kaimahi i ngā tamariki ki te ako i ngā karakia me ngā hīmene o te hāhi Katorika. He aronga toi whenuatanga tō ngā tamariki.
E ako ana ngā tamariki ki te manaaki me te whakaute i ētahi atu. Ka whai wāhi matua te whanaungatanga ki ngā mahinga i te kōhanga reo. Ka whakatauira ngā kaimahi i ngā taunekeneke papai, ā, ka tautāwhi, ka awhiawhi hoki rātou i ngā tamariki i ngā wā e tika ana, ka whakanui hoki rātou i ngā whakamātau o ia tamaiti i roto i ngā akoranga. Ka hāpai ngā taumahi i te mahi ngātahi a ngā tamariki hei tuākana, hei tēina. Ka kitea ki ngā tamariki tō rātou rongo i te aroha.
Ka ako ngā tamariki ki tētahi taiao e poipoi ana i a rātou. Ka whakarato te whānau i tētahi taiao e poipoi ana i te oranga ā-tinana, ā-wairua, ā-hinengaro, ā-whatumanawa, ā-tangata hoki o ngā tamariki. Ka whakamahi ngā kaimahi i ngā karakia, ngā hīmene, me ngā mōteatea hei whakatau i ngā tamariki, ā, hei whakarite anō hoki i a rātou ki te ako. Ka whakatairanga rātou i ngā uaratanga o te aroha, te manaaki, me te tiaki i roto i ngā taunekeneke a ngā tamariki. Ka whakatauira ngā kaimahi i ngā tūmanako e hiahiatia ana mō te whanonga o ngā tamariki i a rātou e noho tahi ana. Ka kitea te mauritau o ngā tamariki.
E ako ana ngā tamariki ki te whakawhiti kōrero mā te reo Māori. Ko tētahi kaupapa rautaki matua a te whānau, ko te whakapakari i te reo Māori. Ka kōrero ngā kaimahi i te reo Māori, ā, ka arotahi hoki ki te whakapakari i te reo o ngā tamariki. Ka whakamahi rātou i te reo ā-iwi o te hapori hei āhuatanga tonu o te whakawhanaketanga reo o ngā tamariki. Mā ngā waiata, ngā karakia, me ngā hīmene, ka rongo ngā tamariki i ngā hanganga reo ōkawa. Ka akiaki ngā kaimahi i ia tamaiti ki te tāwhai i ngā kupu me te whakamahi i ngā rerenga kōrero māmā hei whakapuaki i ō rātou whakaaro. Ka noho rātou ki te taha o ngā tamariki ki te kōrero mō ngā taumahi reo. Ka whakapuakihia ngā pukapuka pakiwaitara kia tīmata ngā tamariki ki te ako i te reo tuhituhi. E whanake ana te reo o ngā tamariki.
E whakatairangatia ana ngā wheako akoranga o ngā tamariki ki te taiao māoriori. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te tūhura i te whanga, te taha moana, me ngā wāhi o te ngahere e pā tata mai ana. E hāpai ana aua wheako i te tūhonohono o ngā tamariki ki a Ranginui rātou ko Papatūānuku, ko Tangaroa, ko Tāne Mahuta, i roto tonu i tō rātou hapori. E hāpai ana ngā kaimahi i te whakawhanaketanga o ngā kawenga a ngā tamariki hei kaitiaki o ngā kīrehe katoa e noho ana ki aua taiao māoriori. Ka kitea te pārekareka o ngā tamariki ki te tūhura i te taiao whānui.
Ka whakamaheretia, ka aroturukitia hoki ngā akoranga a ngā tamariki. Ka mahi ngātahi ngā kaimahi ki te whakamahere me te whakapuaki i te hōtaka akoranga. Ka kitea ki ngā mahere ngā hononga ki Ngā Taumata Whakahirahira me ngā atua Māori, hei hāpai i ngā kaimahi ki te whakawhanake i ngā taumahi me ngā rauemi, tae atu hoki ki te reo mō ngā kaupapa ako. Ahakoa e ako ana ngā kaimahi ki te whakamahi i te Mātai Mokopuna, kua whakaritea e rātou ngā mahi ki te whakaemi i ngā mōhiohio e pā ana ki te ahu whakamua o ngā tamariki i roto i ngā akoranga. Ka tango whakaahua rātou hei kapo atu i te whakatinanatanga o te ako a ngā tamariki, ā, ka mātakitaki i te whai wāhi o ngā tamariki ki te hōtaka o ia rā, me te whakawhanaketanga o tō rātou ngākau titikaha. Ka whakawhiti kōrero, ka whakapuaki whakaaro anō hoki ngā kaimahi mō ngā matea ako o ia tamaiti, hei āhuatanga tonu o ā rātou mahi ki te whakaaro huritao. Tū ai ngā hui i ia te wā ki te tāutu i ngā huarahi ka whakapai ake i te kounga o te whakapuakitanga. Ka whakapuaki ngā kaimahi i te ahu whakamua o ngā tamariki mā ngā pae pāpāho pāpori, ā, mā ngā pūrongo hoki i ngā hui ā-whānau. Ka whakaaro nuitia ngā matea ako o ngā tamariki.
He tau ngā mahi whakahaere a te whānau. Ka āta aroturukitia e te whānau ngā pūnaha me ngā tukanga e pā ana ki ngā pūtea. Ko te whakatū i tētahi kaimahi tētahi aronga matua a te whānau. Kua tāutuhia e te whānau, e tika ana kia arotakengia te tūtohinga me ngā kaupapa rautaki matua, ā, kia whakahoungia hoki ngā kaupapa here. Kua whakaritea te tautoko o waho hei hāpai i te tukanga arotake. E whakatutuki haere ana i ngā mahi ki te hāpai i ngā take whakahaere.
Me whakatinana i te hōtaka ā-whānau ki te whakauru i ngā mātua hou ki te kōhanga reo. Ka hāpai tēnei i te ako a ngā mātua hou i te kaupapa o te kōhanga reo, ā, ka whakawhanake hoki i tō rātou noho mārama ki ā rātou kawenga mahi.
E whanake ana te aromātai o roto. Ahakoa e mōhio ana te whānau ki te whai pānga o tēnei ki te hāpai i ngā whakapaitanga, kāhore e tino māramahia ana te whakamahinga o aua mōhiohio ki te whakatairanga i te kounga o ngā akoranga a ngā tamariki.
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.
I tāutuhia e Te Tari Arotake Mātauranga te wāhanga e whai ake nei, kāhore e tutuki ana e ai ki te ture. Hei whakapai ake i āna whakaritenga, me:
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Pā Arapeta i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
15 Kohitātea, 2018
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Te tūwāhi |
Kei Panguru |
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Te tau a te Tāhuhu o te Mātauranga |
18717 |
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Te tau tohu o Te Kōhanga Reo |
01F017 |
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Te tūmomo raihana |
He Kōhanga Reo |
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Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
30, kia tokowaru ki raro i te rua o ngā tau |
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Te tokomaha kei te rārangi ingoa |
17, tokotoru kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 10 Tama 7 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Te wā i te kōhanga reo te rōpū arotake |
Whiringa-ā-rangi 2017 |
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Te wā o tēnei pūrongo |
15 Kohitātea, 2018 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Tāpiri Arotake Mātauranga |
Hakihea 2014 Whiringa-ā-rangi 2008 Haratua 2007 |
Te Kōhanga Reo o Pā Arapeta is based on Ngāti Manawa Marae in Panguru, near the Hokianga Harbour. It is surrounded by rich learning environments including the bays, rivers and the sea. The Panguru community has strong connections to the Catholic faith which is reflected in the children’s learning programme.
Since the previous ERO report, 2014, a number of staff have been appointed this term, most of who are kōhanga reo graduates. Many whānau are new to the kaupapa of kōhanga reo.
Children show they learn in a nurturing whānau environment.
Children are learning about their place in the whānau. The marae and tikanga is integrated into the daily programme. Kaimahi regularly take children to the marae to play and explore. They show children the places and names of their maunga, moana, whare tipuna from their pepeha. Learning activities include participation in marae events to support children learning about tikanga and kawa. Kaimahi encourage children to learn Catholic karakia and himene. Children have a sense of belonging.
Children are learning care and respect for others. Whanaungatanga is an integral part of the kōhanga reo routines. Kaimahi model ways to interact positively, comfort and hug children as needed and praise individuals’ efforts in learning. Activities support children to work co-operatively with each other as tuākana tēina. Children show they are loved.
Children learn in a nurturing environment. The whānau provides an environment that nurtures children’s physical, spiritual, intellectual, emotional and social well-being. Kaimahi use karakia, himene and mōteatea to settle and prepare for learning. They promote the values of aroha, manaaki and tiaki in children’s interactions. Kaimahi model behaviour expectations for children as they interact with others. Children appear secure.
Children are learning to communicate in te reo Māori. A strategic priority for whānau is to strengthen te reo Māori. Kaimahi are speakers of te reo Māori and focus on building children’s language. They use the local dialect as part of children’s language development. Waiata, karakia, himene help children to hear formal language structures. Kaimahi encourage individuals to repeat words and use simple sentences to express themselves. They sit alongside children to talk about learning activities. Story books are introduced for children to begin learning language through print. Children’s language is developing.
Children’s learning experiences is enhanced by the natural environment. Kaimahi provide children with opportunities to explore the local harbour, coastline and forest areas. These experiences help children to make connections to Ranginui, Papatuānuku, Tangaora and Tane Mahuta in their local setting. Kaimahi help to develop children’s responsibilities as kaitiaki for the life that live in the natural physical environment. Children appear to enjoy exploring in the wider environment.
Children’s learning is planned and monitored. Kaimahi work together to plan and deliver the learning programme. Planning show links to Ngā Taumata Whakahirahira, ngā atua Māori to assist kaimahi to develop activities and resources including language for kaupapa ako. Although kaimahi are learning to use Mātai Mokopuna they have put steps in place to gather information about children’s progress in learning. They take photos to capture children’s learning in action, observe children’s participation and confidence development in the daily programme. Kaimahi discuss and share individual’s learning needs as part of their reflective practices. There are regular meetings to identify ways to improve the quality of delivery. Kaimahi share children’s learning progress through social media and reporting at hui-ā-whānau. Children’s learning needs are considered.
Whānau management practices are sound. Finances systems and processes are closely monitored by the whānau. Appointing a kaimahi was the whānau focus. The whānau have identified the need to review the charter, strategic priorities and update policies. External support is in place to help the review process. Steps are being taken to support operational matters.
The whānau induction programme for new parents needs to be implemented. This will help new parents to learn about the kaupapa of kōhanga reo and develop their understanding about their responsibilities.
Internal evaluation is developing. Although whānau are aware of how this can support improvement it is unclear how the information is used to raise the quality of learning for children.
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.
ensure whānau are involved in the evaluation and review of operations and practice.
[R47 Education (Early Childhood Services) Regulations 2008, GMA46 Licensing criteria for kōhanga reo affiliated with the Te Kōhanga Reo National Trust 2008]
ERO and the Kōhanga Reo whānau developed the following recommendation:
use internal evaluation to support improvement related to the quality of children’s learning and operational matters.
The next ERO evaluation of Te Kōhanga Reo o Pā Arapeta will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
15 January 2018
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Location |
Panguru |
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Ministry of Education profile number |
18717 |
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Kōhanga Reo Identification Number |
01F017 |
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Licence type |
Te Kōhanga Reo |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children, including up to 8 aged under 2 |
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Kōhanga Reo roll |
17 children, including up to 3 aged under 2 |
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Gender composition |
Girls 10 Boys 7 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
November 2017 |
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Date of this report |
15 January 2018 |
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Most recent ERO report(s) |
Education Review Supplementary Review Education Review |
December 2014 November 2008 May 2007 |
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He köhanga wehea rawatia Te Köhanga Reo o Pā Arapeta, kei runga i te marae o Ngāti Manawa, ki Panguru, ki te takiwā o te Tai Tokerau. I tāutuhia ai te pūrongo o te marama o Haratua, i te tau 2007, te maha o ngā take i hāngai ai ki te whakamāherehere i te kaupapa, te aromātai i te hōtaka, te aro matawai, me te arotake whaiaro. Tērā anō hoki ētahi take i hāngai ai ki te hōtaka akoranga o ia rā, te whakaratohanga o ngā rauemi, te hauora, te haumaru, me te whare o te köhanga. E aromātai ana tēnei pūrongo i te ahu whakamua a te whānau ki te whakatutuki i ēnei take, ā, e hāngai ana hoki ki ētahi atu āhuatanga kua pupū ake i te kōhanga.
Kei te whakaratohia ki ngā tamariki ināianei, te whānuitanga o ngā tūmomo rauemi, taumahi hoki, e whakatutuki ana i ngā matea whakawhanaketanga me ngā ngākaunuitanga o ngā tamariki. E tuwhera ana ngā huarahi ki ngā tamariki, ki te whai wāhi atu ki ngā hötaka o ngā kaupapa, ki roto i ngā mahi e ārahina ana e ngā pākeke, ā, i roto hoki i ngā tākaro takitahi. He ruma akoranga motuhake anō hoki tō ngā pēpi me ngā tēina, e noho wehe ana i te ruma o ngā tuākana. Kua pai ake te whakatutukitanga o ō rātou matea whanaketanga, ō rātou ngākaunuitanga hoki. He hua anō kei roto i te mahi ngātahi a ngā kaimahi ki te taha o ngā tamariki, e whakawhānui ana, e whakahōhonu ake ana hoki i ā rātou akoranga.
Ko te kaiako tētahi o ngā tino kuia, ā, nāna i whakawhanake i te whānuitanga o tētahi anga mahi e pā ana ki te whakamāheretanga o ngā hōtaka kaupapa. Kei roto i ngā māhere wā-roa, wā-poto hoki, ngā putanga akoranga, ngā atua, ngā kaupeka o te tau, ngā kaupapa, me ngā taumahi hei hāpai i ngā tamariki i roto i ā rātou akoranga. E ārahi pai ana ngā māhere i ngā kaimahi, i a rātou e mahi ngātahi ana ki te taha o ngā tamariki. Huihui ai, ā, körerorero ngātahi ai ngā kaimahi mō ngā tūmomo āhuatanga o te hōtaka akoranga a ngā tamariki me te whare o te kōhanga. Ko te mahi hei mahi mā rātou ināianei, he rēkota i ēnei körerorero ngātahi, ā, me hāngai ake ki ngā mhinga ngā kaupapa me ngā tūmomo wāhanga akoranga a ngā tamariki. He maha ngā huarahi e whāia ana e ngā kaimahi ki te aro turuki me te aro matawai i te ahu whakamua a ngā tamariki. Ko te mahi hei mahi mā rātou ināianei, he whakamāhine i ēnei whakahaere aro matawai, kia whai hua ake ai mō ngā tamariki, ngā mema o te whānau, ā, mō ā rātou ake mahi whakamāhere.
Kua pūrongo te whānau i runga i tā rātou māhere rautaki mō te wā-roa, ā, kua whanaketia e rātou he whāinga hou mō te tau 2008. Kua whakatikahia e rātou te wāhanga turuturu o te tuanui o tō rātou whare, ā, kua whakahoua e rātou ngā tāpatu. Kua whakatutukihia hoki e rātou ngā hanganga ture e pā ana ki te hauora me te haumaru e pā ana ki te tīni o ngā kope, ngā tiwhikete o ngā kaimahi mō te whakaora whāwhai i te tūroro, ā, me te horoi o ngā taputapu.
Ko tētahi take hou kua pupū ake ināianei, ko tērā e pā ana ki ngā whakahaere o te köhanga. Ko te kaiwhakahaere, nāna nei hoki i te kawe i ngā kawenga a te te hēkeretari me te kaitiaki pütea, kua wehe atu i te köhanga, ā, kua noho wātea ēnei tūranga ināianei. Tāpiri atu ki tēnei, tērā anō hoki ētahi o ngā mema o te whānau kāhore i te whai wāhi mai i roto i ngā whakahaere a te köhanga,.ā, kāhore hoki i te whai wāhi mai i roto i te hōtaka akoranga.
Kei te whānau, i runga i ngā āwhina mai a te kaupapa kaimahi, te āheinga ki te whakatutuki i ngā take i tāutuhia ai ki tēnei pūrongo.
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 whakarewatia ake e te pūrongo a te Tari Arotake Mātauranga i te tau 2007, te maha atu o ngā āwangawanga e pā ana ki te marautanga. E ai ki taua pūrongo, kāhore kē ngā tukanga e pā ana ki te whakamāhere i ngā hötaka mō ngā kaupapa, i te whakarato ki te kaiako ngā aratohu tika hei āwhina i tana whakapuakitanga i ngā hōtaka ki ngā tamariki. Kāhore te aromātai hōtaka i te whakamahia hei whakapai ake, hei whakamāhere ake i ngā hōtaka mō ngā tamariki. Kāhore i aro turukihia, i aro matawaitia rānei e te kaiako ngā whanaketanga o ngā tamariki, ā, kāhore hoki a ia i pūrongo i te ahunga whakamua a ngā tamariki ki te whānau.
I tāutuhia hoki, ko ngā tukanga e pā ana ki te arotake me te pūrongo i ngā whakahaeretanga o te kōhanga tētahi take hoki.
Te whakamāhere i te kaupapa. I tēnei wā, kua whanaketia e ngā kaimahi, he anga
tötika hei āwhina i a rātou ki te whakamāhere, ki te whakapuaki hoki i ngā hōtaka kaupapa ki ngā tamariki. Kua takoto ā rātou māhere mō ngā wāhanga e whā o te tau. E kitea ana i roto i ngā māhere mō te wā-roa, wā-poto hoki, ngā putanga akoranga, ngā upoko kaupapa, ngā taumahi hei hāpai i ngā akoranga o ā rātou tamariki, ngā atua, ngā kaupeka o te tau, me ngā haerenga. E whai wāhi ana ngā tamariki ki ngā hōtaka akoranga e whakamāhere tötikatia ana, ā, e āwhina ana hoki i tō rātou māramatanga ki te ao whānui, me te ao Māori hoki.
Te aro turuki i te ahu whakamua a ngā tamariki. He maha ngā huarahi e whāia ana e ngā kaimahi ki te aro turuki me te aro matawai i te ahu whakamua o ā rātou tamariki. He auau te whakaemi atu a ngā kaimahi i ngā mahi a ngā tamariki e hāngai ana ki ngā kaupapa, i ngā tāututanga a ngā tamariki i ngā pū me ngā nama, i ā rātou mahi toi hoki, ā, ka whakaurua ki ā rātou pūkete. Kātahi anō ngā kaimahi ka timata ki te whakamātau i ngā pūrākau akoranga. E wātea ana ngā mōhiohio aro matawai ki ngā mema o te whānau, ā, e whakatakoto kōrero ana mō ngā wheako akoranga o ā rātou tamariki ki te kōhanga.
Te arotake whaiaro me te whakamāhere rautaki. Kua mārama ake te möhio a te whānau ināianei ki te whai wāriu me te whai tikanga o te arotake whaiaro.Kua pūrongo te whānau i runga i ētahi whāinga rautaki, ā, ko ērā e toe mai ana, kua whakaurua atu ināianei hei wāhanga o te māhere rautaki mō te tau 2008. Kei roto i ēnei ko te hoko rauemi hou, te whanaketanga i te reo Māori, te whakamaha atu i ngā mema o te whānau e whai wāhi atu ana, te aro haehae i ngā kaimahi, me te whakauru anōtia o ngā tamariki.
Te tautoko a te whānau. He rōpū whāiti nei o te whānau e whai wāhi mai ana i roto i te hōtaka akoranga, ā, i roto hoki i te whakahaeretanga o te kōhanga. He auau te tae ā-tinana atu a ngā mema nei ki ngā hui, ki reira, whakatau ngātahi ai i ngā whakaritenga. E whai wāhi nui ana rātou i roto i te hōtaka akoranga o ia rā, ki te körero pūrākau ki ngā tamariki, te whakareri kai, taumahi hoki, me te mahi ngātahi hoki ki te taha o ngā tamariki. E kitea ana te pai o te hāpai a ngā mema o te whānau i ā rātou tamariki, ā, e pono ana rātou ki te kaupapa o te köhanga.
Te aromātai i ngā hōtaka akoranga. E whakawhanake tonu ana ngā kaimahi i ō rātou mōhiotanga, i ō rātou māramatanga hoki ki te aromātai i te hōtaka. Ahakoa e körero ana te kaiako mō ngā take e pā ana ki ngā rauemi a ngā tamariki, te papa tākaro o waho, te whare o te köhanga, ā, me te ahu whakamua a a rātou tamariki i roto i te mātauranga, kāhore kē ēnei körero i te rēkotatia, i te whakahaeretia rānei i ia wā, i ia wā. Kāhore kē ngā aromātai e hāngai ana ki ngā kawa whakahaere a ngā tamariki, ki ngā upoko o ngā kaupapa, ki ngā tūmomo āhuatanga ako rānei. E timata ana te pupū ake o ētahi whakarerekētanga ki te whare me ngā akoranga, ngā whanaketanga hoki o ngā tamariki.
Ngā ngākau nuitanga me ngā pakaritanga o ngā tamariki. Ahakoa e whakamahi ana ngā kaimahi i ngā tūmomo huarahi rerekē ki te aro matawai, kāhore rātou e tino
mārama pai ana ki te tikanga, ki te pūtake hoki o aua whakaritenga. Kāhore he kōrero e pā ana ki te ahunga whakamua a ngā tamariki. He iti noa ngā mōhiohio e pā ana ki ngā ngākau nuitanga me ngā pakaritanga o ngā tamariki, me ngā tūmomo huarahi e whakatutuki ana, e whakamāhere ana hoki i ō rātou matea.
Te whakahaere a te whānau. Nō nā tata tonu nei i pupü ake ai ētahi take e pā ana ki ngā whakahaere o te köhanga, ā, e whai wāhi ana ēnei i runga i ngā whakahaere o te köhanga. Nō nā tata tonu nei i wehe atu ai te kaiwhakahaere tari i te köhanga. I te wā i a ia i konei, nāna hoki i kawe i ngā tūranga o te hēkeretari me te kaitiaki pütea, ā, e noho wātea ana ēnei tūranga ināianei. Ko ngā kaimahi kē kei te kawe i ētahi o ēnei kawenga ināianei i ia rā, i ia rā. Ko te heamana e whiwhi mahi tūturu ana i wāhi kē, kei te kawe hoki i ētahi o ēnei kawenga. Tāpiri atu ki tēnei, tērā tonu ētahi o ngā mema o te whānau kāhore kē i te whai wāhi mai i roto i ngā whakahaere o te köhanga, i roto rānei i te hōtaka. E ngākau nui ana ngā mema o te whānau i tēnei wā, ki te whakatutuki haere i ngā take nei. Kua whakawhiti kōrero kē rātou mō ngā tūmomo huarahi ka whāia e rātou kia tutuki ai ngā take nei.
I whakaaturia mai e te pūrongo a te köhanga o mua atu i tēnei, ētahi āwangawanga i hāngai ai ki te hōtaka akoranga e whakaakona ana ki ngā tamariki i ia rā. He ruarua noa iho ngā rauemi whai kounga e whakatutuki ana i ngā matea whanaketanga o te rōpū pēpi, te rōpū tēina me ērā atu o ngā tamariki e māia ana. Kāhore kē he rauemi mō te wāhi o waho o te köhanga, ā, ko ngā hua mai i tēnei tū-āhua, ko te kitea o ngā tamariki e whawhai ana mō ngā rauemi, e hangahanga ana rānei i ā rātou anō rauemi.
Kāhore i te tötika te whakaritenga me te whakahaere i te hōtaka akoranga a ngā tamariki. I ētahi wā, i kitea ngā tamariki e haereere haere noa iho ana.He iti nei te whai wāhi atu a te kaiako ki ngā tamariki, ā, he maha hoki ngā āwangawanga i hāngai ai ki te hauora me te waiora. Turuturu mai ai te wai mai i te tuanui o te whare, i te tangatanga ētahi o ngā tāpatu, ā, i te kōrapa hoki.
Te hōtaka akoranga a ngā tamariki. He anga tā te hōtaka akoranga e whakaakona ana i ia rā, e tötika ana te whakaritenga i tēnei, ā, e whakaongaonga ana i ngā tamariki ki te ako. He maha ngā huarahi e tuwhera ana ki ngā tamariki ki te whai wāhi i roto i ngā akoranga o ngā kaupapa, i roto i ngā mahi e ārahina ana e ngā pākeke, ā, ki te tākaro takitahi hoki. Whakahaeretia ai ēnei i ētahi wā motuhake o te rā. E mārama ana te whakatakotoranga o ngā mahi akoranga me ngā rauemi, ā, e ngāwari ana te āhei atu a ngā tamariki ki ēnei.
E kitea ana te ngākau nui o ngā tamariki ki te mahi i ā rātou mahi akoranga. He pai ki a rātou te torotoro haere, te whakamātautau, te hangahanga, te mahi hīraurau hopanga, me te tākaro takitahi, te tākaro-a-rōpū rānei. E mahi ngātahi ana te kaiako i te taha o ngā tamariki i ngā wā katoa. Ko ia anō hoki e āwhina ana i ngā mema o te whānau me
ngā tamariki, i runga anō i ngā ara e tika ana mō tēnei. E tötika ana te rere o ngā kawa whakahaere, ā, e möhiotia ana, ā, e whāia ana e ngā tamariki. E whakawhanake ana ngā tamariki hei ākonga pākiki, hei ākonga auaha hoki.
Ngā matea whanaketanga o ngā tamariki. E āta whakamāheretia ana, ā, e whakatutukitia ana hoki, ngā matea whanaketanga o ngā tamariki. Kua whiwhi ngā pēpi me ngā tēina i tō rātou ake ruma akoranga ināianei, ā, e wehe motuhake ana tēnei i te ruma o ō rātou tuākana. Kei roto i ēnei ruma ngā rauemi me ngā mahi e tika ana mō te whanake möhiotanga o ngā tamariki. E kitea ana ngā kaimahi e patapatai ana i ngā tamariki, e tuku mihi ana hoki ki a rātou mō ō rātou whakamātau, ā, me te whai atu hoki i ā rātou kaupapa whai takenga i roto i ngā taumahi. E kitea ana te harikoa o ngā tamariki ki te mahi ngātahi, i te taha o ō rātou anō reanga, ā, ki te noho katoa hei rōpū kotahi i ngā wā whakatā.
Te reo Māori. Kua riro i te kaiako tana Tohu Whakapakari, ā, e matatau ana hoki a ia ki te körero i te reo Māori, hei reo tupu. He kuia whai mana a ia i runga i te marae, ā, i roto hoki i te köhanga. He tauira pai rāua ko te kaiāwhina hei whai mā ngā tamariki me ngā mema o te whānau mō te körero i te reo Māori. Ko ngā akiakinga, ngā tuku mihi, ngā whakatauirairatanga me ngā körerorero tāruarua, e whakamahia ana hei whanake i ngā pūkenga o ngā tamariki ki te körero i te reo Māori. Whakatuwheratia ai ngā huarahi ki ngā tamariki i ia wā, i ia wā, ki te ārahi i ngā karakia, ngā waiata, ngā hīmene, ā, me ngā mahi whakapakari tinana. E rūmakitia ana ngā tamariki ki roto i te reo Māori, puta noa i te roanga ake o te rā.
Ngā rauemi. E tautoko paitia ana ngā tamariki ki te ako, i roto i te whānuitanga o ngā tūmomo rauemi, taumahi hoki e wātea ana ki a rātou. Kua hokona e ngā kaimahi he rawa mō te mahi i ngā mahi toi, hei āwhina, ā, hei akiaki hoki i ngā tamariki ki te whakaatu mai i ō rātou auahatanga. Kua whanaketia hoki he tahua e pā ana ki te hoko haere tonu he rauemi mō te papa tākaro o waho. Ahakoa kua hokona e te whānau he whāriki āhuru ki te whakatakoto i raro i ngā taonga tākaro pūmau o waho, nā te kore pai o ngā āhua o ngā rā kua hipa nei, ka whakatārewatia te whakatakoto a te whānau i ēnei. Kua pakari ake te aro a ngā tamariki ki ā rātou mahi akoranga, ki ā rātou mahi tākaro hoki.
Te hauora, te waiora me te whare. Kua tutukihia e te whānau ngā mahi tika ki te whakapai ake i ngā take hauora, haumaru, whare hoki, i tāutuhia ai ki te pūrongo o mua. Kua riro i te kaiako, i te tokorua o ngā mema o te whānau, ā rātou tiwhikete e pā ana ki te whakaaro whāwhai i te tangata e aitua ana. Kua whanaketia hoki, ā, kua whakaheia ngā rawa me ngā whakahaere e pā ana ki te tīni i ngā kope o ngā tamariki. Kua whakatikatikatia te tuanui o te whare, ā, kua whakamau anōtia ngā tāpatu o runga i tēnei. Kua whakawhānuitia atu te parani. Kua tuhia ngā kawa whakahaere e pā ana ki te horoi i ngā taonga kai a ngā tamariki, ā, kua whakairia hoki ki runga i tētahi o ngā pakitara o te whare kia kitea ai e te katoa.
Kia tutuki ai i te whānau ngā kawenga e pā ana ki ngā hanganga ture, me tahuri rātou ki te:
E tūtohu ana te Tari Arotake Mātauranga kia āwhina te kaupapa kaimahi i te whānau me ngā kaimahi ki:
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.
Makere Smith
Te Kaiwhakahaere-ä-Motu mö ngä Ratonga Arotake Mäori (Te Uepü-ä-Motu)
ma te Äpiha Ärotake Matua
28 Whiringa-ä-rangi 2008
|
Te tūwāhi |
Kei Panguru, ki te Tai Tokerau |
|
Te tau a Te Tāhuhu o te Mātauranga |
18717 |
|
Te tūmomo whare |
He Kōhanga Reo |
|
Te maha mō te raihana |
30 kia tekau ki raro iho i te rua o ngā tau |
|
Te maha kei runga i te rārangi ingoa |
13 tokorima kei raro iho i te rua o ngā tau |
|
Te ira tangata |
Kōtiro 10 Tāne 3 |
|
Ngā hononga ā-iwi |
He Māori te katoa |
|
Te wā o te arotake |
Here-turi-kōkā 2008 |
|
Te wā o tēnei pūrongo |
Whiringa-ä-rangi 2008 |
|
Ngā pūrongo o mua ā te Tari Arotake Mātauranga |
Arotake Mātauranga, Haratua 2007 Arotake Mātauranga, Paenga-whāwhā 2003 Tātari Manatū, 1994 |
Te Kōhanga Reo o Pā Arapeta is an isolated kōhanga situated at Ngāti Manawa marae in Panguru, Northland. The May 2007 Education Review report identified many issues relating to kaupapa planning, programme evaluation, assessment and self-review. There were also concerns with the daily programme, resource provisions, health, safety and the kōhanga building. This report evaluates the progress the whānau has made in addressing these concerns and includes other developments that have occurred at the kōhanga.
Children are now provided with a range of resources and activities, which cater for their developmental needs and interests. Children have opportunities to participate in kaupapa programmes, adult guided activities and independent play. The pēpi and tēina now have their own learning room, which is separate from the tuākana. Their developmental needs and interests are now catered for in more purposeful ways. Kaimahi interact with children in ways which extend and enrich their learning.
The kaiako, a well-respected kuia, has developed an extensive framework for planning kaupapa programmes. Long and short-term plans include outcomes, the atua, seasons, kaupapa topics and activities to support children in their learning. Plans guide kaimahi well when they work with children. Kaimahi meet and discuss different parts of the children’s programme and kōhanga building. They now need to record these discussions and focus more on children’s routines, kaupapa topics and the various learning areas. Kaimahi use different approaches to monitor and assess children’s progress. They now need to refine these assessment practices to make them more purposeful for children, whānau members and their own planning purposes.
The whānau has reported against their long-term strategic plan and have developed new goals for 2008. They have repaired the leaking roof and replaced the ceiling tiles. The health and safety issues relating to facilities for nappy changing, first aid certificates and dishwashing have been addressed.
A new issue has emerged relating to the management of the kōhanga. The administrator, who acted as the secretary and treasurer has left the kōhanga and now these positions are vacant. In addition, there are some whānau members who are not actively involved in the management of the kōhanga and they do not participate in the programme.
The whānau, with the support of the kaupapa kaimahi has the capacity to manage the issues identified in this report.
ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.
The 2007 ERO report raised many concerns relating to the curriculum. It stated procedures for planning kaupapa programmes did not provide the kaiako with the necessary guidelines to help her deliver programmes to children. Programme evaluation was not used to improve and plan programmes for children. The kaiako did not monitor or assess children’s development and she did not report on children’s progress to whānau members.
Procedures for reviewing and reporting on the kōhanga operations were also identified as a concern.
Kaupapa planning. Kaimahi have now developed an effective framework to help them when they plan and deliver kaupapa programmes to children. There is an annual four term plan. Long and short-term plans include learning outcomes, kaupapa topics, activities to support children in their learning, the atua, seasons and excursions. Children experience well planned programmes, which help them to better understand the wider world and te ao Māori.
Monitoring children’s progress. Kaimahi use a variety of practices to monitor and assess children’s progress. Children’s kaupapa work, letter and number identification
and artwork are regularly gathered by kaimahi and stored in their profiles. Kaimahi have recently trialling learning stories. This assessment information is available to whānau members and provides them with an account of their children’s learning experiences at kōhanga.
Self review and strategic planning. The whānau now has a better understanding of the value and purpose of self review. The whānau has reported against some strategic goals and those remaining are now part of the 2008 strategic plan. These include the purchase of new resources, te reo Māori development, increased whānau participation, kaimahi appraisals, and re-enrolling children.
Whānau commitment. A core group of whānau members is actively involved in the daily programme and the kōhanga operations. These whānau members regularly attend meetings and share in decision-making. They play a key role in the daily programme by reading stories, preparing food and activities and working alongside children. Whānau members support their children in positive ways and are committed to the kōhanga kaupapa.
Programme evaluation. Kaimahi are still developing in their knowledge and understanding of programme evaluation. While the kaiako discusses matters relating to children’s resources, the outdoor playground, the building and children’s progress, these discussions are not recorded or carried out on a regular basis. Evaluations do not focus on children’s routines, kaupapa topics or the various learning areas. Some positive changes are beginning to occur with the building and children’s learning and development.
Children’s interests and strengths. While kaimahi use different assessment approaches, they do not fully understand the value and purpose of these practices. There are no comments about children’s progress. There is limited information about children’s interests and strengths and how their needs are being catered and planned for.
Whānau management. There are some management issues that have recently occurred, which are affecting the kōhanga operations. The administrator, who acted as secretary and treasurer has recently left the kōhanga and now these positions are vacant. Kaimahi now carry out some of these day-to-day responsibilities. The chairperson, who has full-time work commitments, also oversees some of these roles. In addition, there are some whānau members who are not involved in the management of the kōhanga or the programme. Current whānau members are committed to working through these issues. They have already discussed ways in which they will address these issues.
The previous ERO report identified concerns with the children’s daily programme. There was a lack of good quality resources to cater for the developmental needs of the pēpi and tēina group and the more able children. There were no resources in the outdoor area and this often resulted in the children fighting over resources or improvising.
The children’s programme was not well organised and managed. Children often roamed around. There was little involvement by the kaiako with children and there were several health and safety concerns. The ceiling leaked and the tiles were loose and warped.
Children’s programme. The daily programme has structure, is well organised and motivates children to learn. Children have considerable opportunities to participate in kaupapa learning, adult guided activities and independent play. These happen at set times throughout the day. Learning activities and resources are clearly set out and readily available for children.
Children are focussed in their learning and enjoy exploring, experimenting, creating, problem solving and playing cooperatively or independently. The kaiako is actively involved with children at all times. She supports whānau members and children in positive ways. Routines continue to be well managed and are understood and followed by children. Children are developing well as curious, creative learners.
Children’s developmental needs. Children’s developmental needs are well planned and catered for. The pēpi and tēina now have their own learning room, which is separate from the tuākana. These rooms are equipped with developmentally appropriate resources and activities for children. Kaimahi question children, praise their efforts and follow their interest in activities. Children enjoy interacting and working with their own age group and meeting together as a whole group for social times.
Te reo Māori. The kaiako, has her Whakapakari diploma and is a native speaker of te reo Māori. She is a well-respected kuia and plays a key role on the marae and at kōhanga. Both her and the kaiāwhina are effective language models for children and whānau members. Prompting, praise, modelling, repetition and pausing are used to develop children’s language skills. Children are regularly provided with opportunities to lead karakia, waiata, hīmene and exercise. Children are immersed in te reo Māori throughout the day.
Resources. Children are well supported to learn through the use of a range of resources and activities, which are now available. Kaimahi have purchased art supplies to help develop and encourage children’s creativity. A budget has been
developed for the ongoing purchase of outdoor resources. While the whānau has purchased safety material to place under the permanent play structures, poor weather has prevented the whānau from laying the material. Children are now more focussed when they learn and play together.
Health, safety and the building. The whānau has taken appropriate action to address the health, safety and building concerns raised in the previous report. The kaiako and two other whānau members have their first aid certificates. Facilities and procedures for changing children’s nappies have been developed and implemented. The ceiling roof has been repaired and the tiles replaced. The verandah has also been extended. Procedures for washing children’s eating utensils have been written and are now displayed on the wall.
In order for the whānau to meet compliance requirements they need to:
ERO recommends that the kaupapa kaimahi help the whānau and kaimahi to:
ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.
Makere Smith
National Manager Mäori Reporting Services (Te Uepü-ä-Motu)
for Chief Review Officer
28 November 2008
|
Location |
Panguru, Northland |
|
Ministry of Education profile number |
18717 |
|
Type |
He Kōhanga Reo |
|
Number licensed for |
30 including 10 under two years old |
|
Roll number |
13 including 5 under two years old |
|
Gender composition |
Girls 10 Boys 3 |
|
Ethnic composition |
Māori 13 |
|
Review team onsite |
August 2008 |
|
Date of this report |
28 November 2008 |
|
Previous ERO reports |
Education Review, May 2007 Education Review, April 2003 Assurance Audit, 1994 |
This supplementary review evaluates the quality of education and care received by the tamariki and the performance of the whänau in relation to specific terms of reference.
The Education Review Office [ERO] evaluation of Te Kōhanga Reo O Te Pa Arapeta follows.
Te Kōhanga Reo o Pā Arapeta is an isolated kōhanga situated at Ngāti Manawa marae in Panguru, Northland. The May 2007 Education Review report identified many issues relating to kaupapa planning, programme evaluation, assessment and self-review. There were also concerns with the daily programme, resource provisions, health, safety and the kōhanga building. This report evaluates the progress the whānau has made in addressing these concerns and includes other developments that have occurred at the kōhanga.
Children are now provided with a range of resources and activities, which cater for their developmental needs and interests. Children have opportunities to participate in kaupapa programmes, adult guided activities and independent play. The pēpi and tēina now have their own learning room, which is separate from the tuākana. Their developmental needs and interests are now catered for in more purposeful ways. Kaimahi interact with children in ways which extend and enrich their learning.
The kaiako, a well-respected kuia, has developed an extensive framework for planning kaupapa programmes. Long and short-term plans include outcomes, the atua, seasons, kaupapa topics and activities to support children in their learning. Plans guide kaimahi well when they work with children. Kaimahi meet and discuss different parts of the children’s programme and kōhanga building. They now need to record these discussions and focus more on children’s routines, kaupapa topics and the various learning areas. Kaimahi use different approaches to monitor and assess children’s progress. They now need to refine these assessment practices to make them more purposeful for children, whānau members and their own planning purposes.
The whānau has reported against their long-term strategic plan and have developed new goals for 2008. They have repaired the leaking roof and replaced the ceiling tiles. The health and safety issues relating to facilities for nappy changing, first aid certificates and dishwashing have been addressed.
A new issue has emerged relating to the management of the kōhanga. The administrator, who acted as the secretary and treasurer has left the kōhanga and now
these positions are vacant. In addition, there are some whānau members who are not actively involved in the management of the kōhanga and they do not participate in the programme.
The whānau, with the support of the kaupapa kaimahi has the capacity to manage the issues identified in this report.
ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.
When ERO has reviewed a köhanga reo we ask the whänau of the köhanga reo to let us know how they intend to manage any difficulties set out in their report (copies of which are available from the köhanga reo or ERO). We also encourage whänau to inform their community of any follow up action plan. You should talk to the whänau if you have any questions about this evaluation, the full ERO report or their future intentions.
Makere Smith
National Manager Mäori Reporting Services (Te Uepü-ä-Motu)
for Chief Review Officer