Te Kōhanga Reo o Te Kapua o te Rangi - 22/06/2012

1. Te Aromātai a te Tari Arotake Mātauranga

Kei runga marae Te Kōhanga Reo o Kapua o Te Rangi kei te taone o Pahiatua i Te Wairarapa. Ka tū tēnei kōhanga reo ki raro i ngā pae maunga o Tararua. He tino whenua ēnei ki te iwi o Rangitāne. He kaha te whanaungatanga i waenganui i ētahi o ngā tamariki me ngā whānau e whakapapa tahi ana. Mā ēnei hononga ka maheni te noho tau a ngā tamariki ki te kōhanga.

I kōwhiria e te whānau me ngā kaimahi ko Mana Whenua te wāhi arotahi mō tēnei arotake. Ka whakamahi rātou i ngā waiata, ngā karakia, ngā pepeha, ngā whakapapa me ngā mōteatea hei tāutu me te whakū i te mōhio o te tamaiti ko wai ia me te whakawhanake i o rātou pūkenga ki te reo Māori. Ka haere ngā tamariki ki ngā wāhi whakamere i ia wā ki reira rātou e tuhura haere ki te ao Māori me ngā ao whānui. Ka hono ēnei haerenga ki ngā kaupapa mahi, ā, he whai wāhitanga akoranga whai hua mō te whānau ko rātou ka tautoko i a rātou tamariki ki ēnei haerenga.

Kei te mōhio ngā tamariki ki ngā mahi hauora me te haumaru. Ka hoatu ngā kaimahi me te whānau i ngā paramanawa hauora mā ngā tamariki i ia rā. Kei nte mōhio ngā tamariki ki te take ki te mau potae ārai i te rā i a rātou ki waho. Ka arowhai hauora rātou i ia wā mai i ngā ratonga hauora a rohe.

Ka whakamahi ngā kaimahi i tētahi tauira whakamahere whai hua ki te whakamahere kaupapa rātou mā ngā tamariki. Ka whakarato ngā mahere mō te wā roa me te wā poto i ngā aratohu mārama mō ngā kaimahi ki te tuku rātou i ngā kaupapa ki ngā tamariki. Kei te ako tonu ngā kaimahi ki te aromatawai me te aromātai. Ka whai hua rātou ki te whiwhi tautoko ngaiotanga mai i Te Poari Matua o Te Kōhanga Reo ki ēnei mahi.

He tino whakaihiihi te hōtaka o ia rā mō ngā tamariki nohinohi. He ātaahua te taiao akoranga, ā, he nui hoki ngā rauemi kei konei. Ka whakatutuki ngā āheinga me ngā taumata whānui o ngā tamariki katoa mā te whānui o ngā rauemi me ngā mahi. Ka whakauru angitū hoki ngā kaimahi i ngā kaupapa, ngā tikanga, ngā mahi o ia rā me te ako takitahi ki te hōtaka o ia rā. Kei te hōtaka ngā whai wāhitanga mā ngā tamariki ki te whakawhanake i o rātou auahatanga, o rātou pūkenga a tinana, o rātou pūmanawa tokonga whakaaro, te reo matatini, te whanake a wairua me ngā taunekeneke papori.

Ka tautoko te whānau i te kōhanga me te mahi ngātahi. Ka āwhina rātou i ngā kaimahi me ngā tamariki ma te whānui o ngā huarahi whai hua. He maha o te whānau ka tae atu ki ngā hui a whānau i ia marama ki reira ka whai wāhi rātou ki ngā whakataunga kaupapa.Kei te mōhio te whānau ki o rātou tūranga me o rātou kawenga.

Kāore he wāhi e tohu ana ki te kōhanga he wāhi kōrero Māori anake. Ka kōrero Ingarihi ētahi o te whānau me ētahi o ngā kaimahi tata ana ki ngā tamariki, ki ngā tamariki hoki. Ka whakapā ōraro tēnei ki te kaha o ngā tamariki ki te kōrero Māori me te whanaketanga o tō rātou reo. Ka hiahia kē te nuinga o ngā tamariki ki te kōrero Ingarihi ia rātou e tākaro ana me te mahi tahi me ētahi atu.

He tōtika te whakahaere me te whakarite i te kōhanga. He mārama ngā tukanga mō te whakahaere kaimahi, ngā mahi pūtea, te hauora me te haumaru, te paerangatiratanga, te whakamahere rautaki me te arotake whaiaro.

Kua tāutu te whānau ko te aromihi kaimahi, he whare hou, me te take ki te whakatū kaiako kei a ia te reo Māori me Te Tohu Whakapakari hei whāinga rautaki mō 2012. Kua āhei koretake te whānau mō ngā tau maha nei ki te kimi me te whakatū kaiako hou. Kei te mōhio rātou ki te wāriu o te kaiako kei a ia te reo me ngā tikanga Māori.

Ngā Mahi ā Meake Nei

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 kohanga hei wāhanga o te huringa arotake o te wā.

2. Ngā Kaupapa Motuhake o te Arotake

Te Arotahi o te Arotake

I mua o te arotake, i ïnoitia te whānau o Te Kōhanga Reo o Kapua o Te Rangi 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 pupuritia 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 Kapua o Te Rangi.

I whakaritea e te whānau ko tāna kaupapa arotahi ko:

  • Mana Whenua

Ko te katoa o ngā arotake matauranga 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:

  • whakamāherehere rautaki me te arotake whaiaro ā te whānau
  • whakamāherehere hōtaka, te aro matawai me te aromātai.

Ko ngā kitenga ā te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.

3. Ngā Whakaaturanga

Mana Whenua

He whakamārama

I kōwhiria e te whānau me ngā kaimahi ko Mana Whenua hei wāhi arotahi mō te arotake. Kua kī mai rātou ko Mana Whenua te mōhio o ngā tamariki ko wai rātou me to rātou toiwhenua, me ngā wheako e pā ana ki ao Māori me ngā ao whānui me ngā take hauora me te haumaru.

Ngā wāhanga e pai ana te whakahaere

Te taiao akoranga. Ka whakapā takatika te taiao whakaihiihi ki ngā tamariki i a rātou e tuhura ana me te whai i o rātou ngākaunui. Kei te wātea ki ngā tamariki ngā pokapū akoranga kikī ana i ngā rauemi. Ka whai wāhi ngā tamariki ki te whakawhanake i o rātou pūmanawa auaha, o rātou āheinga a tinana, o rātou ngākaunui a whakaari, a tokonga whakaaro hoki me o rātou pūkenga reo matatini. Ka whakatutuki angitū ngā kaimahi i ngā taumata me ngā āheinga o ngā tamariki mā te whakarato mahi, whakarato rauemi kia rātou e rerekē ana te uaua. Mā ngā whakaaturanga me te peita anō i ngā pakitara o rō whare me ngā taiapa ka ataahua te taiao, ā, he wāhi powhiri ki ngā tamariki. Ka whakamatau māia ngā tamariki i tō rātou taiao karakara, whakaihiihi hoki.

I tēnei wā kei te kimi whare kōhanga hou te whānau. He tawhiti tō rātou whare kōhanga, he karukaru, ā, inā tata nei kua peita anō, kua tīni ētahi mea. Kua kitea e te whānau ngā whare e rua tērā pea he pai mā rātou, ā, kua tīmata ngā whakawhitinga kōrero me Te Poari Matua e pā ana ki tō rātou whakapau moni ki te hook i tētahi o ngā whare nei. Kātahi anō ka tīmata ēnei kōrero.

Te toiwhenua. He kaha te mōhio o ngā tamariki ko wai rātou me tō rātou toiwhenua. Ka taki māia rātou i o rātou pepeha, whakapapa, waiata, mōteatea hei āwhina ia rātou ki te tāutu o rātou hononga a whānau, a hapū,a iwi me ngā tohu whenua o te iwi. He maha tonu ngā tamariki ka whakapapa tēna ki tēna. Mā ēnei hononga ka kaha ake ngā whanaungatanga me ngā taunekeneke papori o ngā tamariki i a rātou i te kōhanga. Te āhua nei he tau ngā tamariki, ā, he ngāwari rātou me o rātou hoa.

Ngā kuia me ngā koroua. He tino kaitautoko te kuai me te koroua i ngā kaimahi, te whānau, me ngā tamariki. Ko te reo Māori te reo tuatahi o te koroua, ā, kei te kōhanga ia i te nuinga o ngā rā. Kei te mōhio ia ki ngā tikanga Māori, ngā hītori a iwi, ngā kōrero pūrākau me ngā waiata. Ka kī mai ngā kaimahi ka taea te whakanui ake i ngā mahi o te koroua ki te htaka akoranga, inā koa ko te whanake o te reo Māori o ngā tamariki.

Ngā taunekeneke me ngā whanaungatanga. He mea whakamana, he mea mahana ngā taunekeneke me ngā whanaungatanga i waenganui i ngā tamariki, ngā kaimahi me te whānau. Ka whakatauira ngā kaimahi me te whānau i ngā wāriu takatika ia rātou e noho tahi ana me ngā tamariki. Ka hāpai rātou i te ako me te whanake o ngā tamariki ma ngā huarahi whai hua. He nui ki ngā kaimahi ngā whakaaro o ngā tamariki, ā, ka whakamana o rātou tākaro hei mahi whai hua, hei mahi takatika. Ka whakamahi ngā kōrero whakanui hei whakaongaonga i ngā tamariki me te whakamana i o rātou angitū me o rātou kaha. Ka tiaki ngā tuakana i ngā taina me te tono i ngā taina ki o rātou tākaro.

Te ao whānui. Ka whakaraerae ngā tamariki ki ngā āhua o te ao whānui i ia wā. Ka haere hoki rātou ki ngā wāhi whakamere ki te hapori, me ngā taone kei tua atu o Pahiatuai ia wā. Ka whakawhānui ēnei haerenga i ngā pūkenga papori o ngā tamariki me o rātou mōhio ki ngā kaupapa mahi whānui. Kei te mōhio ngā tamariki ki tēna, ki tēna o ngā marae, te kiwi mā, ngā mahi tukurua, ērā atu kōhanga reo, Te Papa me ngā kararehe o te pāmu. He pai ki ngā tamariki ngā wāhi māhorahora, te rongonui o Papatuanuku me te ao whānui.

Ngā mahi hauora me te haumaru. Kei te puāwai haere te mōhio o ngā tamariki ki ngā mahi hauora me te haumaru. Ka akiaki ngā kaimahi me te whānau i te kai hauora mā te whakarato i ngā paramanawa hauora ki ngā tamariki. He pai ki ngā tamariki o rātou kai. Ka kai tahi rātou i ngā wā a whānau. He pai kia rātou te mau potae hei ārai i te kaha o Tama Nui te Rā. Ko te haumaru a rori te kaupapa o tēnei wa. He pai te whakautu a ngā tamariki ki ēnei ariā haumaru a rori.

Te hōtaka akoranga. Kei te hōtaka akoranga o ia rā ngā mahi taurite, he anga, ā he whakaongaonga mā ngā tamariki. Ka taea e ngā tamariki te whai i o rātou ngākaunui me te tākaro noa mō ngā wā roa. He maheni te rere o ngā mahi o ia rā, ā, he wā ako takatika ēnei mā ngā tamariki. Ka whai wāhi ki ngā tamariki ki ngā tikanga, ngā kaupapa me te ako takitahi. Ka ako ngā tamariki mai o rātou hoa i a rātou i ngā rōpū iti me ngā rōpū nui. Ka tuhura maia ngā tamariki ki te whānui o ngā mahi me ngā rauemi.

Ngā wāhanga hei whakapai ake

Ngā wāhi reo Māori anake. Me whakarite te whānau me ngā kaimahi i ngā wāhi reo Māori anake ki te kōhanga. Ka kōrero Ingarihi ētahi o te whānau me ngā kaimahi ki te taha o ngā tamariki, ki ngā tamariki hoki. Ka whakapā tōraro tēnei ki te kaha o ngā tamariki ki te kōrero Māori me te whanake o tō rātou reo. Ka hiahia kē te nuinga o ngā tamariki ki te kōrero Ingarihi.

Te Whakamāherehere me te Aromātai

He whakamārama

E aro mātai ana a te Tari Arotake Matauranga, i te kounga o ngā whakamahere me ngā aro mātai i ngā arotake katoa. Kei ēnei mahi ko te titiro ki te kounga o ngā mahi whakahaere o te whānau me tō rātou whai wāhi ki te kōhanga, te whakamahere rautaki, te arotake a roto, te whakamahere kaupapa, te aromātai hōtaka me ngā mahi aromatawai.

Ngā wāhanga e pai ana te whakahaere

Ngā mahi whakahaere. He tino maia te whakahaere me te whakarite i te kōhanga. He pūmau ngā tukanga mō te whakahaere putea, te hauora me te haumaru, ngā kaimahi me ngā paerangatiratanga. He pai te whakarite o ngā tuhinga matua pērā i te tūtohinga, ngā kaupapa here, ngā rehita me ngā tuhinga mō ngā tamriki. Kei te hāngai ēnei ki te wā, ā, he māmā te whakapā atu. He tino pūkenga tā te kaiwhakahaere ki ngā tukanga whakahaere. Kei a ia tētahi tino tūranga ki te whakahāngai i ngā tuhinga me ngā tukanga whakahaere kua wānangatia, kua whakaaetia e te whānau me ngā kaimahi. Kei a ia tētahi tino mahi ki te arahi me te hāpai i te whānau me ngā kaimahi.

Te whakamahere rautaki. He mārama ngā whāinga o e whānau mō ngā tamariki me te kōhanga. Kei a rātou tētahi mahere a tau e whakarārangi ana i ngā whāinga o te whānau mō tēnei tau. Ko ētahi o ngā whāinga matua ko te hook whare kōhanga hou, te whanake i te reo Māori mō te whānau, ngā tamariki me ngā kaimahi, ngā aromihi kaimahi, me te whakatū kaiako kei a ia te Tohu Whakapakari. He takatika ngā putanga mai i ngā whakamahere ā meāke nei mō ngā tamariki.

He whānui ngā mahi tuku pūrongo me te aroturuki i ngā mahi a pūtea, te hauora me te haumaru, ngā tohu a ngā kaimahi, ngā haerenga, ngā take whakatu mahi, ngā paerangatiratanga, te arotake kaupapa here, me ngā mahi o te kohanga. Ka aroturuki te whānau i ngā take hanganga ture, ngā hiahia o Te Poari Matua me te mahere rautaki. He wahanga nui te aromātai o ngā mahi o te whānau.

Te whai wāhi me te ngākaunui o te whanau. Ka mahi ngātahi te whānau me ngā kaimahi ki te hāpai i tō rātou kōhanga. Ka whakarato rātou i ngā tino tautoko ki a rātou tamariki me ngā kaimahi. Ka āwhina te whanu i ngā haerenga, te tākoha kai, te whai wāhi ki ngā mahi whakamahere, ngā āwhina a whānau me te whai wāhi mātatoa ki ngā mahi o te kōhanga. He takatika te rahi o te whānau ka tae atu ki ngā hui a whānau i ia marama me te whai wāhi ki ngā whakataunga kaupapa. Kei te mōhio te whānau ki o rātou tūranga me o rātou kawenga me ngā pou e whā o te kōhanga reo mai i te tukanga whakauru whānau hou. He wāriu tā te whānau me ngā tanmariki, ka āwhinatia rātou, he tino kaha tō rātou toi whenua ki te kōhanga.

Te whakamahere kaupapa. Ka whakamahi ngā kaimahi i tētahi tauira totika mō te whakamahere. Kei ngā mahere ngā kōrero mārama e pā ana ki ngā tohenga o te hōtaka, ngā rauemi, ngā rārangi kupu, ngā kaupapa me ngā taumata whakahirahira. He ataahua ngā kaupapa, ā, ka arotahi ki ngā mahi haumaru, ngā atua Māori me te toiwhenua o ngā tamariki. He āhua nui te ao Māori me te ao whānui ki te ako me te whanake o ngā tamariki.

Ngā wāhanga hei whakapai ake

Te aroturuki i te ahu whakamua o ngā tamariki. Kei te ako tonu ngā kaimahi ki te take o te aromatawai. Ka kohi rātou i ngā kōrero mai i ngā wāhi whānui. Ko ētahi o ēnei ko ngā kōrero pūrākau, ngā mahi toi, ngā kaupapa mahi, me ngā whakaahua o ngā mahi i a rātou e mahi ana. Kāore he rā kei ētahi o ngā aromatawai, kāore hoki he kōrero e pā ana te ahunga whakamua o ngā tamariki. He iti noa ngā kōrero kei ngā kaimahi mō te whakamahere i ngā akoranga o ngā tamariki ā meāke nei.

Te aromātai hōtaka. Kei te puāwai tonu te aromātai hōtaka. Ahakoa ka hui okawa ngā kaimahi ki te whai whakaaro ki ngā āhuatanga o te hōtaka mō ngā tamariki o ia rā, me whānui ake o rātou aromātai. He iti ngā hokinga mahara e pā ana ki te whanake o te reo Māori o ngā tamariki, te tautoko i ngā kaimahi, te aromatawai, me ngā whakaaro o te whānau.

Te whakakaha i te arotake whaiaro. Me kaha tonu te whānau ki te whakawhāiti me te whakakaha i o rātou mahi arotake whaiaro. Kāore ngā mahi nei i te titiro āmiki ki te kounga o te kaupapa o te kōhanga reo ranei ki ngā hanganga ture. Me whai whakaaro rātou ki te whakamahi i te rārangi arowhai mā tētahi huarahi ake. Kua tāutu ōkawa te whānau i ngā wāhi hei whakapai ake ki tō rātou mahere rautaki. Ka noho ko ēnei hei wāhi arotahi mō te whānau hei te tau 2012.

Ngā aromihi kaimahi.Kāore he aromih kaimahi. Kua tāutu te whānau o te kōhanga ko te whanake tukanga aromihi kaimahi hei whāinga matua mō 2012. Ka āwhina tēnei tukanga ki te tautu i ngā kaha o ngā kaimahi me ngā wāhi hei whanake. Katahi ka taea e te whānau te whakatakoto i tētahi hōtaka whakawhanake ngaiotanga e arotahi ana ki te whakanui ake i ngaāheinga o ngā kaimahi. Mā te whakanui ake i ngā aheinga e wakarei ake i te tuku o te hōtaka, katahi ka whai hua ngā tamariki.

4. Ngā Kupu Tūturu ā te Whānau Whakahaere mō ngā Wāhanga Tautukunga

Te Tirohanga Whānui

Te Kōhanga Reo o Kapua o Te Rangi I mua o te arotake, i whakakiia e te whānau me ngā kaimahi o, tētahiTauāki Kupu Tūturu a te Whānau o te Kōhangame tētahiRārangi Tātari Whaiaro. I roto i ēnei tuhingai oati rātoui whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture pa ana ki:

  • ngā whakahaerenga ā te whānau
  • te hauora, te waiora me te whai oranga
  • ngā whakahaerenga kaimahi
  • ngā whakahaerenga pūtea me ngā whakahaerenga rawa.

I te wā o te arotake, i whakamātauhia e te Tari Arotake Matauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:

  • te haumaru whatumanawa (tāpiri atu ko te whakatau tamariki, ko te ārai i ngā mahi whakaweti, mahi tūkino)
  • te haumaru ā-tinana (tāpiri atu ko te whakatau tamariki; ko ngā whakaritenga whakamoe, tiaki tamariki; ko ngā aituā me te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
  • ngā tohu mātaurangame ngā whakaritengakaimahi
  • ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

5. Ngā Tūtohunga

I whakaae te Tari Arotake me te whānau o te kōhanga kia āwhinatia rātou e te kaupapa kaimahi ki te:

  • whakakaha i te kaha ki te kōrero i te reo Māori me te whanaketanga o te reo mō ngā tamariki, ngā kaimahi me te whānau
  • whakawhanake tonu i ngā aromatawai o ngā tamariki me te whakamahine i ngā aromātai i te hōtaka
  • whakamahine me te whakakaha tonu i ngā tukanga arotake whaiaro
  • whakatinana i ngā aromihi kaimahi me te whakawhanake i tētahi hōtaka ako me te whanake ngaiotanga.

6. Nga Mahi Hei ā Meake Nei

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 kohanga hei wāhanga o te huringa arotake o te wā.

Ani Rolleston

Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

Mā te Āpiha Kaiarotake Matua

22 Pipiri 2012

Ngā Kōrero e pā ana ki te Kōhanga Reo

Te tūwāhi

Pahiatua

Te tau a te te Tāhuhu o te Mātauranga

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Te tūmomo whare

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Te maha mō te raihana

20 kia tokowhā ngā tamariki ki raro i te rua tau

Te maha kei runga i te rārangi ingoa

13 tokorua ngā tamariki kei raro i te rua tau

Te ira tangata

Kōtiro 6

Tāne 7

Ngā hononga ā-iwi

Māori 11

Hamoa 2

Te wā i te kōhanga te rōpū arotake

Hui Tanguru 2012

Te wā o tēnei pūrongo

Pipiri 2012

Ngā pūrongo o mua ā te tari Arotake Mātauranga

Arotake Tāpiri, Whiringa a nuku 2008

Arotake Matauranga, Poutū te rangi 2007

Arotake Kawenga Takohnga, June 2002

1. The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Kapua o Te Rangi is marae based and located in the rural township of Pahiatua, Wairarapa. The kōhanga is located beneath the Tararua Ranges which is a significant landmark to the people of Rangitane. There is a strong sense of whanaungatanga among several children and whānau who have whakapapa connections. These ties help children settle into kōhanga smoothly.

Whānau and kaimahi chose Mana Whenua as the focus area for the review. They use waiata, karakia, pepeha, whakapapa and mōteatea to identify and affirm children’s identity and develop their te reo Māori skills. Children regularly go to places of interest where they are able to explore the Māori and wider worlds. These outings link to different kaupapa topics and are rich learning opportunities for whānau who often support children on these ventures.

Children are aware of different health and safety practices. Kaimahi and whānau serve nutritional snacks and lunches on a daily basis. Children are aware of the need to wear sunhats when they are outdoors. They have regular health checks made available by local health agencies.

Kaimahi use an effective planning model when they plan kaupapa for children. Long and short term plans provide clear guidelines for kaimahi when they deliver kaupapa to children. Kaimahi are still learning about assessment and evaluation. They would benefit from professional support from Te Kōhanga Reo National Trust (TKRNT) in these areas.

The daily programme is highly stimulating for young children. The learning environment is vibrant and well resourced. Children’s different abilities and levels are effectively catered for through a wide range of resources and activities. Kaimahi successfully include kaupapa, tikanga, routines and self directed learning into the daily programme. The programme includes opportunities for children to develop their creativity, physical skills, imaginative potential, literacy and numeracy, spiritual development and social interactions.

Whānau are supportive of the kōhanga and work cooperatively together. They assist kaimahi and children in a range of useful ways.High attendances are maintained at monthly hui where whānau willingly participate in decision making. Whānau are aware of their roles and responsibilities.

There are no clearly defined te reo Māori speaking zones in the kōhanga. Some whānau and kaimahi speak English near children and with children. This has a negative impact on children’s te reo Māori use and development. Most children prefer to speak English during play and social interactions.

The kōhanga is managed and organised in a highly effective manner. There are clear processes for personnel management, financial practices, health and safety, office administration, strategic planning and self review.

Whānau have identified staff appraisals, a new building and the need to have a kaiako with te reo Māori and Te Tohu Whakapakari as their strategic priorities for 2012. Whānau have tried unsuccessfully to recruit a kaiako for some years. They acknowledge the value in having a kaiako who is competent in te reo and tikanga Māori.

Future Action

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.

2. Review Priorities

The Focus of the Review

Te Kōhanga Reo o Kapua o Te RangiBefore the review, the whānau ofwas invited to consider its priorities for review using guidelines and resources provided by ERO.

Te Kōhanga Reo o Kapua o Te RangiThe 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:

  • Mana Whenua.

All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:

  • whānau self review and strategic planning
  • programme planning, assessment and evaluation.

ERO’s findings in these areas are set out below.

3. Findings

Mana Whenua

Background

The whānau and kaimahi chose Mana Whenua as the focus area for the review. They have defined Mana Whenua as children’s identity and sense of belonging, experiences relating to the Māori and wider worlds and health and safety matters.

Areas of good performance

Learning environment. The exciting, vibrant environment has a significant impact on children as they explore and follow their interests. Well resourced learning centres are available to children. Children have opportunities to develop their creative potential, physical proficiency, dramatic and imaginative interests and literacy and numeracy skills. Kaimahi successfully cater for the different levels and abilities of children by providing them with activities and resources that vary in complexity. Displays and repainting the interior walls and fences make the environment attractive and inviting for children. Children confidently investigate their colourful, stimulating environment.

Whānau are in the process of looking for a new kōhanga building. The existing building is old, tired-looking and has undergone repainting and some alterations. Whānau have found two possible buildings and have begun discussions with TKRNT about how they can fund one of these buildings. These discussions are in their early stages.

Sense of belonging. Children have a strong sense of identity and belonging. They proudly recite their pepeha, whakapapa, waiata and mōteatea which help identify their whānau, hapū, iwi connections and ancestral landmarks. Several children have strong whakapapa ties with each other. These ties strengthen children’s relationships and social interactions at kōhanga. Children appear settled and are relaxed with each other.

Kuia and koroua. The kuia and koroua are highly supportive of kaimahi, whānau and children. The koroua is a native speaker of te reo Māori and attends kōhanga most days. He is knowledgeable about tikanga Māori, local history, traditional stories and waiata. Kaimahi acknowledge the koroua could be used more often in the daily programme, particularly with children’s te reo Māori development.

Interactions and relationships. Interactions and relationships between children, kaimahi and whānau are affirming and warm. Kaimahi and whānau model positive values when they are with children. They support children’s learning and development in purposeful ways. Kaimahi value children’s ideas and acknowledge their play as meaningful and positive. Praise is used to motivate children and to celebrate their successes and efforts. Tuakana are caring toward the younger children and regularly include them in their play.

Wider world. Children are regularly exposed to events that occur in the wider world. They regularly go to places of interest in the local community, nearby towns and cities. These outings broaden children’s social skills and knowledge of different kaupapa topics. Children have a strong awareness of different marae, the white kiwi, recycling concepts, other kōhanga reo, Te Papa and farm animals. Children have a great appreciation of wide open spaces, the significance of Papatūānuku and the wider world.

Health and safety practices. Children are developing an awareness of healthy and safe practices. Kaimahi and whānau encourage healthy eating by providing children with nutritional snacks and lunches. Children enjoy their food which they share during whānau times. They willingly wear hats to safeguard themselves from the sun. Road safety is the current kaupapa topic. Children are responding well to these road safety concepts.

Learning programme. The daily learning programme has balance, structure and is exciting for children. Children are able to follow their interests and play uninterrupted for long periods of time. Routines flow smoothly and are positive learning times for children. There are opportunities for children to participate in tikanga, kaupapa and self directed learning. Children learn from each other as they gather in small and large groups. Children confidently explore a range of activities and resources.

Areas for improvement

Te reo Māori zones. Whānau and kaimahi need to establish te reo Māori speaking zones in the kōhanga. Some whānau and kaimahi speak English near and with children. This has a negative impact on children’s te reo Māori use and development. Most children prefer to speak English.

Planning and Evaluation

Background

ERO has decided to evaluate the quality of planning and evaluation in all reviews. This process includes evaluating the quality of whānau management and participation, strategic planning, internal review, kaupapa planning, programme evaluations and assessment practices.

Areas of good performance

Management practices. The kōhanga is managed in a highly efficient and organised manner. There are sound processes for financial management, health and safety, staffing and office administration. Key documents including the charter, policies, registers and children’s records are well organised, up to date and accessible. The administrator is highly skilled in management processes. She plays a key role in coordinating documents and management processes which whānau and kaimahi have discussed and approved. She plays an active part in leading and supporting whānau and kaimahi.

Strategic planning. Whānau have clear goals for children and the kōhanga. There is an annual plan which lists whānau goals for this year. Priorities include purchasing a new kōhanga building, te reo Māori development for whānau, children and kaimahi, appraisals and employing a kaiako who has Whakapakari. Future planning has positive results for children.

There is comprehensive reporting and monitoring of accounting practices, health and safety, staff qualifications, outings, employment matters, office administration, policy review and development and kōhanga activities and events. Whānau monitor compliance issues, TKRNT requirements and the strategic plan. Evaluation is an important part of whānau practice.

Whānau participation and commitment. Whānau and kaimahi work cooperatively together to support their kōhanga. They provide valuable support for their children and kaimahi. Whānau assist with outings, donate food, contribute to kaupapa planning, parent help and take an active role in kōhanga activities and events. Positive attendance is maintained at monthly hui where whānau participate in discussions and shared decision-making. Whānau are aware of their roles and responsibilities and the four kōhanga reo pou through the induction process. Whānau and children are valued, fully embraced and have a strong sense of belonging to the kōhanga.

Kaupapa planning. Kaimahi use an effective planning model. Plans contain clear detail about programme objectives, resources, wordlists, kaupapa and the different mana strands. Kaupapa are appealing and focus on safety, atua Māori and children’s sense of belonging. Te ao Māori and the wider world are important aspects of children’s learning and development.

Areas for improvement

Monitoring children’s progress. Kaimahi are still learning about the purpose of assessment. They gather information from different sources. These include learning stories, artwork, kaupapa work and photographs of children participating in different activities. Some assessments are not dated and do not have any explanation about children’s progress. Kaimahi have limited information to plan the next learning steps for children.

Programme evaluation. Programme evaluation is still developing. Although kaimahi formally meet to reflect on different aspects of the children’s daily programme, their evaluations need to be extended. There is limited reflection about children’s te reo Māori development, kaimahi support, assessment practices and whānau perspectives.

Strengthening self review. Whānau should continue to refine and strengthen their self review practices. Existing practices do not look in detail at the quality of the kaupapa of kōhanga reo or compliance matters. They need to consider using the compliance checklist in a more structured way. Whānau have formally identified areas needing improvement in their strategic plan. These will become focus areas for whānau in 2012.

Kaimahi appraisals.Kaimahi appraisal does not occur. The kōhanga whānau has identified developing kaimahi appraisal procedures as a priority for 2012. This procedure would assist to identify areas of kaimahi strength and areas for development. The whānau could then create a professional development programme focused on increasing kaimahi capability. Increased capability would enhance the delivery of programme and children would benefit.

4. Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of Te Kōhanga Reo o Kapua o Te Rangi completed an ERO Kōhanga Whānau Assurance Statement and Self-Audit Checklist. In these documents they have attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

During the review, ERO checked the following itemsbecause they have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse)
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures)
  • staff qualifications and organisation
  • evacuation procedures and practices for fire and earthquake.

5. Recommendations

ERO and whānau agree and recommend that the kaupapa kaimahi assist them to:

  1. strengthen te reo Māori use and development for children, kaimahi and whānau
  2. further develop children’s assessments and refine programme evaluations
  3. continue to refine and strengthen self review processes
  4. implement kaimahi appraisals and develop a professional learning and development programme.

6. Future Action

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.

Ani Rolleston

National Manager Review Services Māori (Te Uepū ā-Motu)

22 June 2012

About the Kōhanga Reo

Location

Pahiatua

Ministry of Education profile number

55098

Type

He Kōhanga Reo

Number licensed for

20 including 4 under two years old

Roll number

13 including 2 under two years old

Gender composition

Girls 6

Boys 7

Ethnic composition

Māori 11

Samoan 2

Review team onsite

February 2012

Date of this report

June 2012

Previous ERO reports

Supplementary Review, October 2008

Education Review, March 2007

Accountability Review, June 2002

To the Parents and Community of Te Kōhanga Reo o Kapua o Te Rangi

These are the findings of the Education Review Office’s latest report on Te Kōhanga Reo o Kapua o Te Rangi.

Te Kōhanga Reo o Kapua o Te Rangi is marae based and located in the rural township of Pahiatua, Wairarapa. The kōhanga is located beneath the Tararua Ranges which is a significant landmark to the people of Rangitane. There is a strong sense of whanaungatanga among several children and whānau who have whakapapa connections. These ties help children settle into kōhanga smoothly.

Whānau and kaimahi chose Mana Whenua as the focus area for the review. They use waiata, karakia, pepeha, whakapapa and mōteatea to identify and affirm children’s identity and develop their te reo Māori skills. Children regularly go to places of interest where they are able to explore the Māori and wider worlds. These outings link to different kaupapa topics and are rich learning opportunities for whānau who often support children on these ventures.

Children are aware of different health and safety practices. Kaimahi and whānau serve nutritional snacks and lunches on a daily basis. Children are aware of the need to wear sunhats when they are outdoors. They have regular health checks made available by local health agencies.

Kaimahi use an effective planning model when they plan kaupapa for children. Long and short term plans provide clear guidelines for kaimahi when they deliver kaupapa to children. Kaimahi are still learning about assessment and evaluation. They would benefit from professional support from Te Kōhanga Reo National Trust (TKRNT) in these areas.

The daily programme is highly stimulating for young children. The learning environment is vibrant and well resourced. Children’s different abilities and levels are effectively catered for through a wide range of resources and activities. Kaimahi successfully include kaupapa, tikanga, routines and self directed learning into the daily programme. The programme includes opportunities for children to develop their creativity, physical skills, imaginative potential, literacy and numeracy, spiritual development and social interactions.

Whānau are supportive of the kōhanga and work cooperatively together. They assist kaimahi and children in a range of useful ways.High attendances are maintained at monthly hui where whānau willingly participate in decision making. Whānau are aware of their roles and responsibilities.

There are no clearly defined te reo Māori speaking zones in the kōhanga. Some whānau and kaimahi speak English near children and with children. This has a negative impact on children’s te reo Māori use and development. Most children prefer to speak English during play and social interactions.

The kōhanga is managed and organised in a highly effective manner. There are clear processes for personnel management, financial practices, health and safety, office administration, strategic planning and self review.

Whānau have identified staff appraisals, a new building and the need to have a kaiako with te reo Māori and Te Tohu Whakapakari as their strategic priorities for 2012. Whānau have tried unsuccessfully to recruit a kaiako for some years. They acknowledge the value in having a kaiako who is competent in te reo and tikanga Māori.

Future Action

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.

Review Coverage

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.

Ani Rolleston

National Manager Review Services Māori (Te Uepū ā-Motu)