Waituhi Valley, Taumarunui
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, me ngā hapori ki te whakatakoto i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i ngā whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.
E tū pā tata ana Te Kōhanga Reo o Takapūtīraha ki Taumarunui, ki te whāruarua o Waituhi. Koia nei te kāinga o te tupuna rongonui a Puhiwahine, nāna te mōteatea a “Ka eke ki Wairaka” i tito. E tuku iho tonu ana ōna whakarerenga ki ōna uri, ā, e whai wāhi mātātoa ana rātou ki te kōhanga reo nei.
Kei te harikoa, kei te mauritau hoki te āhua o ngā mokopuna i tō rātou taiao ako.
He whai wāhitanga mō ngā mokopuna ki te uru atu ki te tangongitanga o ngā wheako ako. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā mokopuna ki te whakaaro pohewa i a rātou e tūhura ana, e mahi auaha ana. Ka noho pūmau ngā uara o te aroha me te manaaki ki ngā whakaritenga a ngā kaimahi. Ka whai wāhi atu ngā mokopuna ki ngā pōwhiri me ngā whakatau, ā, ka rongo rātou i ngā tauira reo i a rātou e mātakitaki ana i ngā karanga me ngā whaikōrero. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki e tika ana, pērā i te patapatai, te whāngai kupu, te tāruarua, me te whakatauira, hei whakapakari ake i te whakawhanaketanga reo o ngā mokopuna. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā mokopuna ki te taki me te tautoko - tētahi i tētahi – i ngā wā mihimihi me ngā karakia. Whakamihi ai ngā kaimahi i ngā whakatutukitanga o ngā mokopuna i ia te wā. Ka rongo ngā mokopuna i te pai o ngā taunekeneke i a rātou e whai wāhi atu ana ki te hōtaka akoranga. Ka whakatinanahia e ngā tuākana te manaakitanga ki ō rātou tēina. Kei te harikoa, kei te ngana, kei te whai wāhi nui ngā mokopuna ki ā rātou akoranga.
E tāutu ana ngā mahere a ngā kaimahi i te aronga o te hōtaka, me te huarahi ka whāia mō te whakapuakitanga o ngā kaupapa me ngā taumahi. Ka whakamahia ngā Mātai Mokopuna hei whakatakoto haere i te ako me te whakawhanaketanga i roto i te roanga o te wā. Ka whai wāhi atu ngā mokopuna ki tētahi hōtaka akoranga e hāngai nui ana ki ō rātou ngākau nuitanga e putaputa mai ana.
E whakahaere ana te whānau i te kōhanga reo hei tino painga mō ngā mokopuna. Ka huihui tahi rātou i ngā wā maha, ā, ka pūrongo rātou i ngā whakahaeretanga o te kōhanga reo. Kei te mārama te whānau i ō rātou tūranga me ā rātou kawenga, ā, ka āta whakarite rātou i te whakatutukitanga o ngā take i roto i te wā e tika ana. Kua whakatakotohia e te whānau tētahi mahere ā-tau hei ārahi i te whakaritenga o ngā mahi whakahaere. Kua whakatakotohia ngā tuhinga e pā ana ki ngā kaimahi, ā, e hāngai ana ki ngā herenga ā-ture o te wā. E tāutu ana te tūtohinga i ngā tukanga, ā, ka whakatakoto i te aronga, i te ārahitanga hoki mō te whānau. Ko ngā mokopuna kei te pūtake o ngā mahi whakahaere a te whānau.
Ahakoa kua whakaraupapahia ngā wawata o te whānau ki tā rātou mahere rautaki, kāhore anō kia whakawhanakehia e rātou tētahi mahere mahi e hāpai ai i a rātou ki te ahu whakamua me te whakatutuki haere i ngā kaupapa matua o te paetawhiti. Ka whai hua ngā mokopuna i te wā e āta whakaarohia ana ō rātou matea mō meāke nei.
Me whakapakari ake i te aromātai hōtaka. Ka hui tahi ngā kaimahi ki te whakawhiti kōrero mō tēnā i te whakatutukihia ai i ngā wiki kua pahure, engari he iti noa ngā tuhinga e pā ana ki aua whakawhitinga kōrero. Kāhore te kounga o te hōtaka akoranga e aroturukitia ana i ia te wā. He mea nui kia aro nahanaha atu ngā kaimahi ki ngā mahi aromātai, hei whakatairanga ake i te kounga o te hōtaka akoranga.
Me titiro ki ngā take kaimahi. Ahakoa he tuhinga tūranga mahi, he kirimana hoki ā ngā kaimahi, kāhore anō kia whakatutukihia ngā arohaehae. Ka whakatairangatia ake ngā whakaritenga a ngā kaimahi mā te haere tonutanga o te arohaehae me te whakawhanaketanga ngaio i ia te wā.
I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei:
Hei whakatutuki i ngā herenga ā-ture, me tahuri te whānau ki te:
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
Darcy Te Hau
Toka-ā-Nuku
Te Uepū ā-Motu - Māori Review Services
22 Mahuru, 2021
|
Te tūwāhi |
Kei Taumarunui |
|
Te tau a te Tāhuhu o te Mātauranga |
35063 |
|
Te tau tohu o Te Kōhanga Reo |
11-018 |
|
Te tūmomo whare |
He kōhanga reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
Te tokomaha mō te raihana |
20, kia tokowhā ki raro i te rua o ngā tau |
|
Te tokomaha kei runga i te rārangi ingoa |
Tokoiwa, kāhore he tamaiti kei raro i te rua o ngā tau |
|
Ngā hononga ā-iwi |
Māori 9 |
|
Te wā i te kōhanga reo te rōpū arotake |
Here-turi-kōkā 2021 |
|
Te wā o tēnei pūrongo |
22 Mahuru 2021 |
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga, Whiringa-ā-nuku 2017; Arotake Mātauranga, Pipiri 2014; Arotake Mātauranga, Hui-tanguru 2010 |
The Education Review Office, whānau, leaders and communities have collaborated to provide evaluation insights that foster improvement, identify progress and build evaluation capability.
Te Kōhanga Reo o Takapūtīraha is located near Taumarunui at Waituhi Valley. This area was home to the famous Puhiwahine, who composed the moteatea, “Ka eke ki Wairaka”. Her legacy lives on through her descendants who actively participate in this kōhanga reo.
Mokopuna appear happy and settled in their learning environment.
Mokopuna have opportunities to participate in a range of learning experiences. Kaimahi provide mokopuna with opportunities to use their imagination as they explore and be creative. Values of aroha and manaaki is integral to kaimahi practice. Mokopuna participate in pōwhiri and whakatau and are exposed to language models as they observe karanga and whaikōrero. Kaimahi use a range of appropriate strategies such as questions, prompts, repetition, and modelling to strengthen mokopuna language development. Kaimahi provide opportunities for mokopuna to recite and support each other during mihimihi and karakia. Kaimahi consistently praise mokopuna success. Mokopuna experience positive interactions as they participate in the learning programme. Tuakana demonstrate manaakitanga for the tēina. Mokopuna are happy, positive, and engaged in their learning.
Kaimahi planning identifies the focus for the programme and how the content and activities are to be implemented. Mātai mokopuna is used to document and record learning and development over a period of time. Mokopuna participate in a learning programme that reflects their emerging interests.
The whānau manages the kōhanga reo in the best interests of the mokopuna. They meet often and report on the operations of the kōhanga reo. The whānau understand their roles and responsibilities and ensure matters are met in a timely manner. Whānau have in place an annual plan to guide the administration of operations. Personnel documents are in place and align to current legislation. The Tūtohinga defines processes and provides direction and guidance for the whānau. Mokopuna are at the centre of whānau management.
While the whānau aspirations are outlined in their strategic plan, they have not yet developed an action plan to support them to work towards and achieve the long-term priorities. Mokopuna benefit when their future needs are considered.
Programme evaluation requires strengthening. Kaimahi meet to discuss what has happened over previous weeks but there is very little documentation about these discussions. The quality of the learning programme is not regularly monitored. It’s important for kaimahi to take a planned approach to evaluation in order to raise the quality of the learning programme.
Personnel matters require attention. While kaimahi have job descriptions and employment contracts, appraisals have not been carried out. Kaimahi practice would be enhanced through ongoing appraisals and professional development.
During the evaluation, ERO looked at systems for managing the following areas:
To meet compliance requirements, they must:
ERO and the kōhanga reo whānau developed the following recommendation:
Darcy Te Hau
Toka-ā-Nuku - Director
Te Uepū ā-Motu - Māori Review Services
22 September 2021
|
Location |
Taumarunui |
|
Ministry of Education profile number |
35063 |
|
Kōhanga Reo Identification Number |
11-018 |
|
Licence type |
Te Kōhanga Reo |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
20 children, including up to 4 aged under 2 |
|
Kōhanga Reo roll |
9 children, including up to 0 aged under 2 |
|
Ethnic composition |
Māori 9 |
|
Review team on site |
August 2021 |
|
Date of this report |
22 September 2021 |
|
Most recent ERO report(s) |
Education Review, October 2017; Education Review, June 2014; Education Review, February 2010 |
E tū pā tata ana Te Kōhanga Reo o Takapūtīraha ki Taumarunui. E tū ana te kōhanga reo ki te taha o te marae. He hononga ā-whakapapa tō te katoa o ngā tamariki ki te iwi o tēnei takiwā. He tino hononga anō hoki tō te kōhanga reo ki te hāhi Katorika. Ka whiriwhiri ngā whānau ki te kawe mai i ā rātou tamariki ki tēnei kōhanga reo, mai i Taumarunui.
Ka kitea te tūmāia o ngā tamariki i roto i ā rātou akoranga ki te kōhanga reo.
E tino tautokona ana te kōrero a ngā tamariki i te reo Māori. E whai hua ana te reo e whakamahia ana ki te kōhanga reo, ā, e whakakoia ana ngā whakamātau a ngā tamariki. Ka whai ngā tamariki i ngā tohutohu, ā, ka whakamahi hoki i ngā kīanga māmā. Ka whakatauira ngā tamariki māia ake i te reo Māori ki ngā tēina. Ka whakarato ngā kaimahi i ngā hanganga reo me ngā kōrero akiaki, hei hāpai i ngā akoranga a ngā tamariki. Ka whakamahi hoki rātou i ngā tohu ā-ringa hei whakapūmau i te ako reo. Ka whakamahi te whānau i te reo e whai pānga ana ki tēnā e ākona ana e ngā tamariki, ā, ka rapu anō hoki i ngā kupu mō ngā taumahi ako hou. E whanake ana te ngākau titikaha o ngā tamariki ki te kōrero i te reo Māori.
E ako ana ngā tamariki ki tētahi wāhi e mau ana i ngā hononga e whai pūtake ana. Ka whakatauira ngā kaimahi i te manaakitanga i roto i ā rātou taunekeneke ki ngā tamariki me ō rātou whānau. Ka whakarato rātou i ngā whai wāhitanga maha mō ngā tamariki ki te ārahi i ētahi wāhanga o te hōtaka, puta noa i te rā. Nā runga i tēnei āhuatanga, ka whakaako ngā tuākana i ō rātou tēina. Kua tuituia ngā tikanga me ngā kawa ki ngā mahinga ā ngā tamariki me ngā kaimahi i ia rā. Ko ētahi o aua āhuatanga, ko ngā karakia me te whanonga tika i ngā wā kai. He whai wāhitanga mō ngā tamariki ki te ako me te taunekeneke ki ngā kaumātua, ngā kuia, me ngā tāngata hoki o tō rātou hapori whānui. He harikoa, he whakaute hoki ngā tamariki ki ētahi atu.
He maha ngā tūmomo huarahi e whāia ana hei poipoi i te tuakiri o ngā tamariki. Ka hāpai ngā kaimahi i ngā tamariki ki te ako i ō rātou pepeha, mā ngā mahi ā-ringa me ngā kupu. Ko te tino mōhio o ngā kaimahi ki ngā tamariki e hāpai ana i te māramatanga o ngā tamariki ki ō rātou whakapapa. Ka whakamahi rātou i aua mōhiotanga hei whakapūmau i te ako o ngā tamariki i ō rātou hononga ā-whānau, ā-tūpuna hoki. E tuitui ana te hōtaka akoranga i ngā wheako o waho atu i te kōhanga reo, kia āhei ai ngā tamariki ki te tūhura i ngā āhuatanga o te whenua, te moana, me te pāmu. E āhei ana ngā tamariki ki te tūhura i te whānuitanga o ngā tūmomo taonga māoriori. He tino puna mātauranga ngā kaimahi o ngā kōrero tuku iho e pā ana ki te rohe nei. E āhei ana rātou ki te whakahono i ngā tamariki ki ngā hapū, ngā iwi, me ngā tūmomo tino pouwhenua. E mōhio ana ngā tamariki ki ā rātou taonga tuku iho.
Ka mahi ngātahi ngā kaiako ki te taha o te whānau, ki te whakamahere i te hōtaka akoranga. E hāpai ana tēnei i te whakapai ake a ngā kaimahi i ngā taumahi ako me ngā wheako ako mō ngā tamariki. E āta tāutu ana ngā mahere i te kiko o ngā hōtaka, i ngā rautaki e whakamahia ana e ngā kaimahi hei whakatō i ngā mōhiohio, ā, i ngā rauemi hoki e tika ana. Ka pūrongo hoki i te hōtaka akoranga ki te whānau i ia te wā. E whai wāhi atu ana ngā tamariki ki tētahi hōtaka i āta whakaritea ai, ā, i āta whakahaerehia ai hoki.
E whakahaere ana te whānau i te kōhanga reo hei painga mō ngā tamariki. Ka pūrongo rātou i ia te wā i ngā whakahaeretanga o ia rā ki te kōhanga reo. He pai te whakatakotoranga o ngā tuhinga kaimahi. He tino kaha te whanaungatanga me te manaakitanga ki waenga i te whānau me ngā kaimahi, ā, ka whai hua ngā tamariki o te kōhanga reo nā taua tū āhuatanga. Ko ngā tamariki kei te pūtake o ngā whakataunga ki te kōhanga reo.
Me āta titiro ki te aromātai hōtaka. Ka whai hua ki ngā kaimahi te tuhi haere i te whai hua o ngā mahi ki te whakatinana i te hōtaka akoranga. Ka whakamōhio tēnei i ngā whakataunga mō te whakapai tonu i te ako a ngā tamariki. Me whai kiko ake anō hoki ngā pūkete a ngā tamariki, hei āta tohu i ngā akoranga e whakatutukihia ana, me te hononga o aua akoranga ki ngā mahere e pā ana ki ngā ngākau nuitanga me ngā matea o ngā tamariki, tae atu hoki ki ngā tūmomo huarahi e wātea ana ki te whānau me ngā kaimahi, hei tautoko tonu i a rātou.
Me whakamahine i ētahi āhuatanga o ngā mahi arotake whaiaro. Me whakarite te whānau me ngā kaimahi kia ū ai rātou ki ngā mahi arotake i ia te wā, tae atu ki te arowhai i te hauora me te haumaru, me ngā akoako hōneatanga ohorere. Ahakoa e whakatinanahia ana ngā tukanga arohaehae, me haere tonu ngā mahi hei āta whakarite i te whai pānga o te tautoko ki ngā kaimahi, ki ā rātou whāinga i tāutuhia ai, ki ā rātou mahi anō hoki ki te taha o 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 tahuri te whānau ki te:
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 Takapūtīraha i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
19 Whiringa ā-nuku, 2017
|
Te tūwāhi |
Kei Taumarunui |
|
|
Te tau a te Tāhuhu o te Mātauranga |
35063 |
|
|
Te tau tohu o Te Kōhanga Reo |
11-018 |
|
|
Te tūmomo raihana |
He Kōhanga Reo |
|
|
Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
|
Te tokomaha mō te raihana |
20, kia tokoono ki raro i te rua o ngā tau |
|
|
Te tokomaha kei te rārangi ingoa |
12, tokoono kei raro i te rua o ngā tau |
|
|
Te ira tangata |
Kōtiro 6 Tama 6 |
|
|
Ngā hononga ā-iwi |
Māori |
100% |
|
Te wā i te kōhanga reo te rōpū arotake |
Here-turi-kōkā 2017 |
|
|
Te wā o tēnei pūrongo |
19 Whiringa ā-nuku, 2017 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Pipiri 2014 Hui-tanguru 2010 Here-turi-kōkā 2006 |
Te Kōhanga Reo o Takapūtīraha is located near Taumarunui. The kōhanga reo is situated next to the local marae. All children and whānau have whakapapa connections to the local iwi. The kōhanga reo has a strong history with the Catholic religion. Whānau choose to drive their tamariki from Taumarunui to the kōhanga reo.
Children show confidence in their learning at kōhanga reo.
Children are well supported to speak te reo Māori . The language used in the kōhanga reo is positive and affirms the efforts of children. Children follow instructions and use simple phrases. The more confident children often model te reo Māori for tēina. Kaimahi provide language structures and prompts to support children’s learning. They also use hand gestures to reinforce language learning. Whānau use language relevant to what children are learning and seek vocabulary for new learning activities. Children are developing as confident speakers of te reo Māori.
Children learn in an environment where relationships are meaningful. Kaimahi model manaakitanga in their interactions with children and their whānau. They provide many opportunities for children to lead parts of the programme throughout the day. From this, tēina learn from their tuākana. Tikanga and kawa are integrated into daily routines for children and kaimahi. These include karakia and appropriate behaviour during kai time. Children have opportunities to learn from and interact with kaumātua, kuia and people in their wider community. Children are happy and respectful towards others.
Children’s identity is nurtured in a variety of ways. Kaimahi support children to learn about their pepeha using both actions and words. Kaimahi know the children well which places them in a good position to support children to understand their whakapapa. They use this knowledge to reinforce children’s learning about their whānau and ancestral connections. The learning programme incorporates experiences outside of the kōhanga reo for children to explore aspects of the whenua, moana and pāmu. Children are able to explore a range of natural resources. Kaimahi are experts in local knowledge. They are able to provide links about the locations of hapū and iwi and particular landmarks back to the children. Children are aware of their ancestral heritage.
Kaiako work collaboratively with whānau to plan the learning programme. This supports kaimahi to improve learning activities and experiences for children. Planning clearly identifies programme content, what strategies kaimahi are using to embed information and required resources. There is regular reporting to the whānau about the learning programme. Children enjoy a programme that is well organised and managed.
The whānau manages the kōhanga reo in the best interests of the children. They regularly report on the daily operations of the kōhanga reo. Personnel records are well kept. There is a strong sense of whanaungatanga and manaakitanga among whānau and kaimahi which benefit children in the kōhanga reo. Children are central to decision making in the kōhanga reo.
Programme evaluation requires attention. It would be useful for kaimahi to document how well the learning programme is being implemented. This will inform decisions about ongoing improvements for children’s learning. More detail is also required in children’s profile books to clearly show the learning that is occurring, how it links back to planning for children’s interests and needs, and how whānau and kaimahi can continue to support them.
Aspects of self-review practices require refinement. Whānau and kaimahi must ensure they are maintaining regular reviews including health and safety checks and emergency drills. Although appraisal processes are being implemented, further work is required to ensure support for kaimahi is relevant and specific to their identified goals and their work with 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.
ERO identified the following areas of non-compliance. To improve current practice, the whānau must:
ensure children’s health, safety and wellbeing, and kōhanga reo premises, facilities and equipment are kept in good repair, maintained regularly and are free from hazards
[R46 (1)(a)(c) Education (ECS) Regulations 2008; HS12-HS18]
ensure Te Kōhanga Reo curriculum is informed by planning, implementation and evaluation that demonstrates an understanding of children’s learning, their interests, whānau and life contexts.
[Regulations 43 (Early Childhood Services) Regulations 2008; C2 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
ERO and the Kōhanga Reo whānau developed the following recommendation:
The next ERO evaluation of Te Kōhanga Reo o Takapūtīraha will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
19 October 2017
|
Location |
Taumarunui |
||
|
Ministry of Education profile number |
35063 |
||
|
Kōhanga Reo Identification Number |
11-018 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
20 children, including up to 6 aged under 2 |
||
|
Kōhanga Reo roll |
12 children, including 6 aged under 2 |
||
|
Gender composition |
Girls 6 Boys 6 |
||
|
Ethnic composition |
Māori |
100% |
|
|
Review team on site |
August 2017 |
||
|
Date of this report |
19 October 2017 |
||
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
June 2014 February 2010 August 2006 |
|