Te Kōhanga Reo o Paparakau - 01/08/2017

1 Te Horopaki

E tū ana Te Kōhanga Reo o Paparākau ki Ōrongomai. Koia nei tētahi o ngā kōhanga reo e toru o Ōrongomai me Wainuiomata e kāwanatia ana e te Kōkiri Marae Keriana Olsen Trust. He tokoiti noa ki te rārangi ingoa i tēnei kōhanga reo. E whakapono ana te whānau ka piki haere te tatauranga tamariki i te kōhanga reo i roto i te roanga o te wā.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i tō rātou aronga toi whenuatanga me tō rātou hononga anō hoki ki ngā tāngata me te wāhi e karapoti ana i a rātou?

Ka kitea te tino aronga toi whenuatanga o ngā tamariki ki ngā tāngata me ngā wāhi e karapoti ana i a rātou.

Ngā Taumata Whakahirahira

E ako ana ngā tamariki i te reo Māori ki tētahi taiao e poipoi ana i a rātou. Ko ngā mahere a ngā kaimahi e āta whakarite ana kia tāutuhia te whānuitanga o ngā tūmomo rautaki me ngā tūmomo rauemi papai ka hāpai i te kōkiritanga o te reo Māori. Ka whai wāhi atu ngā tamariki ki ngā tikanga pērā i ngā karakia, ngā hīmene, ngā pepeha me ngā waiata, hei whakapūmau i ngā tauira reo, ā, hei whakapakari anō hoki i tō rātou tūmāia. Ka whakarato ngā kaimahi i ngā tohutohu, ngā kōrero akiaki, me te ārahitanga ki ngā tamariki. He nui tō rātou mānawanawa. He mātau ngā kaimahi ki te kōrero i te reo Māori. Ka whakatauira rātou i te whakatakotoranga tika o ngā hanganga reo. He pakari ētahi o ngā tamariki tuākana ki te whakapuaki māhorahora i ngā kupu me ngā rerenga kōrero. E noho mārama ana ngā tamariki ki te reo Māori.

E whanake ana ngā tamariki i te tino māramatanga ki a rātou anō, ā, ki tō rātou tūrangawaewae hoki. Ka āta whakatau ngā kaimahi i ngā tamariki, kia reri ai rātou mō te rā kei mua i a rātou. Kei te tino mōhio rātou ki ā rātou tamariki. Ka hāpai ngā kaimahi i te ako a ngā tamariki i tō rātou marae, tō rātou maunga, me tō rātou awa. He pai ki ngā tamariki te whakapuaki i aua akoranga ki te taha o ētahi atu. Ka ākina, ka tautokona hoki rātou e ō rātou hoa. He pakari te whakawhitiwhiti haere o ngā tamariki i te kōhanga reo. E noho mārama ana ki a rātou ngā āhuatanga o te whanonga tika. Kua whakaritea e ngā kaimahi ngā mahinga tōtika. Kua waia ngā tamariki ki aua mahinga, ā, he ngāwari tā rātou whakawhiti haere ki ngā tūmomo taumahi. E mōhio ana ngā tamariki he hononga ā-whakapapa tō rātou ki ētahi atu, ā, kua whai hononga anō hoki rātou ki te kōhanga reo.

Kua whakatakotohia e ngā tamariki ngā hononga papai ki waenga i a rātou anō, ki ngā pākeke hoki. Kua āta tāutuhia e ngā pēpi ō rātou tino kaitiaki, ā, ka toro atu ki a rātou i ngā wā katoa mō te atawhai me te tautāwhi. He harikoa, he tūmāia hoki ngā tamariki ki te aro atu ki ngā manuhiri me te tuku mihi. Ka āta whakarite ngā kaimahi i te rangimārie me te mauritau o te taiao. He mārire te mahi a ngā tamariki ki te taha o ō rātou hoa. Ka akiaki ngā kaimahi i ngā tamariki ki te whai whakaaro nui ki ētahi atu. Ka kitea ki ngā tamariki te aroha, te manaaki, me te āwhina i roto i ā rātou taunekeneke ki ētahi atu.

E wātea ana ki ngā tamariki te whānuitanga o ngā tūmomo rauemi e hāpai ana i ō rātou matea ako. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā akoranga i whakatakotohia ai me ngā wā anō hoki e wātea ana ngā tamariki ki te tākaro noa. Ko te mahi ngātahi tētahi āhuatanga nui i te kōhanga reo, ā, e ākina ana te mahi ngātahi a ngā tamariki. Ka aro ngā kaimahi ki ngā tūmomo matea ako o ngā tamariki, tētahi ki tētahi. He māhorahora te tūhura haere o ngā pēpi i tō rātou wāhi. E wātea ana ki a rātou te whānuitanga o ngā tūmomo taputapu e whakawero ana, e whakahihiri ana hoki i a rātou, ā, e hāpai ana i a rātou ki te whakamātau i ō rātou pūkenga. Ka kitea te tino ngata o ngā tamariki i a rātou e ako ana, e tākaro ana hoki.

Te Whakamahere me te Aromātai

Ko ngā tamariki te aronga o ngā whakahaeretanga katoa ki te kōhanga reo. E whai hua ana, he tōtika anō hoki ngā whakaritenga whakahaere a te tarahiti o te marae. He pakari, he mārama hoki ngā pūnaha e pā ana ki te whakahaere tari. He nui ngā tūmanako o te kaiwhakahaere, ā, ka arotahi ēnei ki te hiranga i ngā taumata katoa. Kua whakaritea tētahi rārangi mahi hei ārahi i te aromātai o roto. Pūrongo ai te kaiwhakahaere ki ngā matapopore i ngā wā e whā o te tau, mō ngā take katoa e whai pānga ana ki ngā whakahaeretanga. He matawhānui ngā pūrongo. Ka āta tāutuhia ngā take katoa. Ka whakatakotohia ngā whakataunga, ā, ka aroturukitia ngā putanga. Ko te pakari o te aromātai o roto me te whakamahere anō hoki mō te tauatanga e hāpai ana i te rōnakitanga o te kōhanga reo mō meāke nei. Ka whai hua ngā tamariki nā ngā pūnaha e arotahi ana ki te whakapai tonu i ia te wā i ngā whakaritenga.

E hāpaitia ana ngā tamariki e te tino ārahitanga i ngā taumata katoa o te kōhanga reo. Ka āwhinatia te kaiwhakahaere e te kaiako matua e ārahi ana i ngā kōhanga reo e toru. Kei ia kōhanga reo tētahi kaiako e ārahi ana i te whakawhanaketanga o te hōtaka. He ārahitanga ngātahi ki waenga i ngā kaimahi katoa. He tau ngā tamariki ki tō rātou taiao ako.

Ka ngākau nui ngā tamariki ki tētahi hōtaka e āta whakahaerehia ana, e āta whakaritea ana hoki. He pūnaha ā ngā kaimahi hei whakahaere i te whakaritenga me te whakatinanatanga o te hōtaka akoranga. He matawhānui ngā mahere me ngā mōhiohio aromatawai, ā, e tino whai kiko ana hoki. Ka aro ngā aromatawai o ngā tamariki ki ō rātou ngākau nuitanga me ā rātou akoranga. Ka whakatakotohia ā-tuhi nei te ahu whakamua me ngā whakatutukitanga i roto i te roanga o te wā. He harikoa te ako a ngā tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore ngā kaimahi e āta whakatakoto ā-tuhi ana i te whai huatanga o te hōtaka ki te hāpai i te ako a ngā tamariki. Kāhore rātou e aroturuki ana i te whai pānga o te whakaritenga o te hōtaka, i ngā taumahi ako rānei, i ā rātou rautaki whakaako rānei ki ngā tamariki. 

3 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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:

  • te haumaru whatumanawa (tāpiri atu ko te ārahi mauritau, ko te ārai tamariki)
  • te haumaru ā-tinana (tāpiri atu ko te mātakitaki tamariki; ko ngā whakaritenga whakamoe; ko ngā aituā; ko te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
  • te tū tika o ngā kaimahi (tae atu ki ngā taumata tohu mātauranga; te arowhai a ngā pirihimana; ngā rēhitatanga kaiako; me te tatauranga ki waenga i te kaiako me te tamaiti)
  • ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

Ko te tikanga, ka whakatairanga ngā 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.

4 Te Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia whakarite ngā kaimahi i tētahi tukanga ki te aromātai i te hōtaka.

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

Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Paparākau i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

01 Hereturikōkā, 2017 

Ngā kōrero e pā ana ki te kōhanga reo 

Te tūwāhi

Kei Ōrongomai

Te tau a te Tāhuhu o te Mātauranga

64018

Te tau tohu o Te Kōhanga Reo

09A024

Te tūmomo raihana

He Kōhanga Reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

30, kia tokowaru ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

14, tokowhitu kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 5

Tama 9

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

Pipiri 2017

Te wā o tēnei pūrongo

01 Hereturikōkā, 2017

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Hui-tanguru 2014

Hōngongoi 2010

Whiringa-ā-nuku 2005

1 Context

Te Kōhanga Reo o Paparākau is in Upper Hutt. The kōhanga reo is one of 3 in the Hutt Valley and Wainuiomata that is governed by the Kōkiri Marae Keriana Olsen Trust. Current roll numbers are quite low for this kōhanga reo. Whānau are confident the numbers will increase over time.

2 The Evaluation Findings

How well do children demonstrate a sense of belonging and connection to the people and places around them?

Children demonstrate a strong sense of belonging to the people and places around them.

Ngā Taumata Whakahirahira

Children learn te reo Māori in a supportive environment. Kaimahi planning ensures that a range of appropriate strategies and resources are identified to support the facilitation of te reo Māori. Children participate in formal activities such as karakia, hīmene, pepeha and waiata to reinforce language patterns and to build their confidence. Kaimahi provide instructions, prompts and guidance to children. They are very patient. Kaimahi are competent speakers of te reo Māori. They model correct grammatical language structures. Some of the older children use words and sentences confidently without support. Children understand te reo Māori.

Children are developing a good understanding of who they are and where they come from. Kaimahi ensure children are settled and ready to start their day. They know their children well. Kaimahi support children to learn about their marae, maunga and awa. Children are happy to share this learning with others. They receive encouragement and support from their peers. Children move confidently around the kōhanga reo. They understand the boundaries of appropriate behaviour. Kaimahi have established clear routines. Children are familiar with these and transition smoothly between activities. Children know they are connected to others through whakapapa and that they belong to the kōhanga reo.

Children have established good relationships with each other and adults. Babies have clearly identified their preferred carers and seek them out constantly for attention and comfort. Children are happy and confident to approach and greet visitors. Kaimahi ensure that the environment is peaceful and calm. Children work quietly with and alongside their peers. Kaimahi encourage children to relate in respectful ways with others. Children display aroha, manaaki and āwhina in their interactions with others.

Children have access to a range of resources to support their learning needs. Kaimahi provide opportunities for both structured learning and free play. Inclusive practice is a highlight of the kōhanga reo where children are encouraged to work with each other. Kaimahi respond to children’s different learning needs through one to one interactions. Babies freely explore their space. They have access to a variety of equipment that challenges, excites and allows them to test their skills. Children demonstrate immense satisfaction as they learn and play.

Planning and Evaluation

Children are the focus of all kōhanga reo operations. The Marae Trust have effective and efficient management structures in place. The administration systems are robust and rigorous. The manager has high expectations which focus on excellence at all levels. There is a schedule in place to guide internal evaluation. The manager reports quarterly to the Trustees on all matters to do with operations. The reporting is comprehensive. All issues are clearly identified. Resolutions are proposed and outcomes are monitored. Strong internal evaluation and succession planning will support the future sustainability of the kōhanga reo. Children benefit from systems that focus on continuous improvements to practice.

Children are supported by strong leadership at all levels of the kōhanga reo. The manager is assisted in her role by a head kaiako who oversees all three kōhanga reo. Each kōhanga reo have a kaiako who leads programme development. There is collaborative leadership amongst all kaimahi. Children are secure in their learning environment.

Children enjoy a programme that is well managed and organised. Kaimahi have systems to manage the organisation and implementation of the learning programme. Planning and assessment information are comprehensive and detailed. Children’s assessments focus on their interests and learning. Progress and achievements over time are recorded. Progress and achievements over time are recorded. Children are happy learners.

Key Next Steps

Kaimahi do not formally record how well the programme supports children’s learning. They do not monitor the impact of programme organisation, learning activities or their teaching strategies on children.

3 Whānau Management Assurance on Compliance Areas

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:

  • emotional safety (including positive guidance and child protection)
  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
  • evacuation procedures and practices for fire and earthquake.

All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.

4 Recommendation

ERO and the Kōhanga Reo whānau developed the following recommendation that kaimahi establish a process for programme evaluation. 

When is ERO likely to evaluate the kōhanga reo again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

1 August 2017 

Information about the Kōhanga Reo 

Location

Upper Hutt

Ministry of Education profile number

64018

Kōhanga Reo Identification Number

09A024

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 8 aged under 2

Kōhanga Reo roll

14 children, including up to 7 aged under 2

Gender composition

Girls 5

Boys 9

Ethnic composition

Māori

100%

Review team on site

June 2017

Date of this report

1 August 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2014

July 2010

October 2005