30 Opepe Street, Taupo
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi.
“Ehara taku toa i te toa takitahi, engari he toa takitini”
E tū ana Te Kōhanga Reo o Te Puāwaitanga ki Taupō. He tino hononga tō te whānau ki te kura kaupapa Māori o te takiwā nei, ā, ka āta tautoko taua tūāhuatanga i te whakawhitinga o ngā mokopuna i te kōhanga reo ki te kura.
Ka kitea ki ngā mokopuna tō rātou māramatanga ki te whanaungatanga, mā roto mai i ō rātou hononga me ā rātou taunekeneke ki ō rātou hoa, ā, ki ētahi atu hoki.
E rumakina ana ngā mokopuna ki te whanaungatanga. Ka āta whakaritea e ngā kaimahi kia poipoi, kia manaaki hoki ngā taunekeneke katoa ki waenga i ngā mokopuna me ngā pakeke. Ka kitea ki ngā tuākana tō rātou pūmanawa ki te ārahi, ā, ka whai whakaaro nui rātou i a rātou e taunekeneke ana ki ngā tēina. Whakamihia ai ngā mokopuna mō ā rātou whakatutukitanga i ia te wā. He ngāwari, he atawhai hoki te rangi me te āhua o ngā kōrero a ngā kaimahi ki ngā mokopuna. Ka noho ngākau nui ngā kaimahi me te whānau ki te whakapūmau i te taiao reo Māori. Ka whakamahi ngā kaimahi i ngā rautaki e tika ana ki te hāpai i te whakawhanaketanga reo o ngā mokopuna, pērā i ngā pātai, i te whāngai kupu, me te tāruarua. E whanake ana ngā mokopuna ki te kōrero i te reo Māori.
Ka āta whakarite ngā kaimahi kia whai wāhi ngā mokopuna ki ngā whakatau, ā, i reira rātou ako ai i tō rātou tū hei tangata whenua. Ka ako ngā mokopuna i ngā tikanga me ngā kawa o tō rātou whare kōhanga reo. Ka whakaratohia e ngā kaimahi ki ngā mokopuna, ko ngā wheako ako whai pūtake i te hapori. Ka tae atu ngā mokopuna ki ngā kaupapa e whakatairanga ana i te kaitiakitanga, ki te taha o te kura o te hapori. Ko te whakatō rākau, ko te tiaki hoki i tō rātou awa ētahi o ngā kaupapa. Ka whai wāhi atu ngā mokopuna ki ngā akoranga ki tua atu i te kōhanga reo, ki te taha tonu o tō rātou hapori whānui.
Kua whakaritea ngā mahinga hōtaka o ia rā, ā, e mōhiotia ana e ngā mokopuna. He hihiri, he muramura hoki ngā wāhi ako, ā, he nui ngā rauemi. Ko te toro atu ki te taiao o waho e akiaki ana i te taha tūhura, ā, e hāpai ana i ngā mokopuna ki te tūhono ki te taiao. He māhorahora te whakawhitiwhiti haere a ngā mokopuna, puta noa i te whare. He pai ngā taunekeneke ki waenga i ngā mokopuna me ngā pakeke, ā, ka whai tautoko hoki. E whakawhanake ana ngā mokopuna i ngā uara o te aroha, te tiaki, me te manaaki.
Ka ahu mai ngā mahi a ngā kaimahi i te whanaungatanga, i a rātou e whakamahere ana i te hōtaka akoranga, e aroturuki ana i ngā akoranga a ngā mokopuna, ā, e aromātai ana hoki i te kounga o te hōtaka akoranga. E whai kiko ana ngā mahere, ā, ka hono ki Te Whāriki a Te Kōhanga Reo. Ka whai wāhi ki aua tuhinga, ko ngā putanga ako e hiahiatia ana, ko ngā rautaki, ā, ko ngā rauemi hoki e hāpai ai i te whakatinanatanga. Ko te tangongitanga o ngā taumahi o roto, o waho hoki e whakaongaonga ana, e wero ana, e whakawhānui ana hoki i ngā akoranga a ngā mokopuna. Ko te ahu whakamua me te ako a ngā mokopuna, ka kapohia atu ki ngā mātai mokopuna me Te Aho Poutama, ā, e whakaraupapa ana hoki i ngā mōhiohio matawhānui e pā ana ki te huarahi ako ake o ia tamaiti. Hui ai ngā kaimahi i ia te wā ki te whakawhiti kōrero, ki te whakaaro huritao, me te arotake i ā rātou whakaritenga. Ko ngā whakawhitinga kōrero i tuhia ai, e aroturuki ana i te kounga o te hōtaka akoranga. E whiwhi ana ngā mokopuna i ngā akoranga e poipoi ana, e whāngai ana hoki i te whanaungatanga.
Ko te whanaungatanga kei te tūāpapa o ngā mahi whakahaere a te whānau i te kōhanga reo. Kei te tūtohinga te māramatanga o te ārahi me te tohutohu e hāpai ai i te whakapai tonutanga. Tū ai ngā hui ā-whānau i ia te wā, ā, he kaha hoki te taetae atu. Kua whakatakotohia ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, me te whakahaeretanga o ngā kaimahi, kia hāngai ai te titiro ki te waiora o ngā mokopuna. Ka whakamātauhia, ka tuhia hoki i ia te wā, ko ngā hōneatanga ohotata e pā ana ki te ahi me te rū whenua. Ka whakatutukihia ngā arohaehae e pā ana ki te āhua mahi o ngā kaimahi, mā te whai i te huringa taiāwhio auau, ā, ka whai pānga hoki ki te whakawhanaketanga ngaio. Kei te mahere rautaki te tirohanga me ngā wawata o te whānau, ā, ka whakamōhiotia ki Te Ara Tūāpae. Ka whai wāhi hoki ki aua tuhinga, ko te tirohanga, ngā wawata, me ngā kaupapa matua e whai pānga ana ki te rōnakitanga mō meāke nei. Kōrerohia ai te mahere mahi i ia te wā ki ngā hui ā-whānau, ā, ka aroturukitia te ahu whakamua. Ka kawe ngātahi te whānau i ngā haepapa kia tutuki ngā putanga i roto i te wā e tika ana. Kei te mahere ā-tau te ārahitanga mārama kia tutuki ngā mahi whakahaere matua i te tari. E whakatairangatia ana te ako a ngā mokopuna, mā te whakatau ngātahi a te whānau i ngā whakaritenga.
Kua whakapuakihia e te whānau tā rātou takunetanga, ki te arotahi tonu ki te whakatairanga me te tautoko i ngā kaimahi, hei mātanga hāpai e whai hua ana. E tautoko ana Te Tari Arotake Mātauranga i taua aronga hei whakaritenga matua ka whai ake, nā te whai pānga o taua tūāhuatanga ki te hāpai tonu i ngā putanga e whai hua ai ki ngā mokopuna.
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei, arā, ki:
te haumaru ā-whatumanawa, tae atu ki te ārahi mauritau me te ārai tamariki
te haumaru ā-tinana, tae atu ki te mātakitaki tamariki, ngā whakaritenga whakamoe, ngā aituā, te whāngai rongoā; me ngā kaupapa here, ngā tukanga hoki mō ngā haerenga whakawaho
te tū tika o ngā kaimahi, tae atu ki te tika o ngā tohu mātauranga, ngā mahi arowhai a ngā pirihimana, me te tatauranga ki waenga i te kaiako me te tamaiti
ngā whakaritenga ohotata me ngā tikanga ohotata e pā ana ki te rū whenua, te ahi, te waipuke, te tai āniwhaniwha, me te mate urutā.
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
whakatairanga tonu te whānau i ngā mahi aromātai o roto, hei whakapūmau, hei whakatairanga ake tonu i ngā putanga whai kounga mō ngā mokopuna.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
15 Hereturikōkā, 2022
|
Te tūwāhi |
Kei Taupō |
|
Te tau a te Tāhuhu o te Mātauranga |
40215 |
|
Te tau tohu o Te Kōhanga Reo |
11-017 |
|
Te tūmomo whare |
He kōhanga reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
Te tokomaha mō te raihana |
40, kia 12 ki raro i te rua o ngā tau |
|
Te tokomaha kei runga i te rārangi ingoa |
25, tokoono kei raro i te rua o ngā tau |
|
Ngā hononga ā-iwi |
Māori 11, Pākehā 8, Iwi kē 6 |
|
Te wā i te kōhanga reo te rōpū arotake |
Pipiri 2022 |
|
Te wā o tēnei pūrongo |
15 Hereturikōkā, 2022 |
|
Ngā pūrongo o mua a |
Arotake Mātauranga, Whiringa-ā-nuku 2017; Arotake Mātauranga, Hakihea 2014; Arotake Mātauranga, Mahuru 2011 |
The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. ERO reports provide important information for hapū and iwi.
“Ehara taku toa i te toa takitahi, engari, he toa takitini”
Te Kōhanga Reo o Te Puāwaitanga is in Taupō. The whānau has a close relationship with the local kura kaupapa Māori which supports mokopuna to transition from the kōhanga reo into kura.
Mokopuna show their understanding of whanaungatanga through their relationships and interactions with their peers and others.
Mokopuna are immersed in whanaungatanga. Kaimahi ensure all interactions between mokopuna and adults are nurturing and caring. Tuakana display leadership and are considerate when interacting with their teina. Mokopuna are constantly praised for their successes. The tone and way kaimahi talk with mokopuna is gentle and affectionate. Kaimahi and whānau are committed to maintaining a te reo Māori environment. Kaimahi use appropriate strategies such as questions, prompts and repetition to support mokopuna language development. Mokopuna are developing as speakers of te reo Māori.
Kaimahi ensure mokopuna are included in whakatau where they learn about their role as tangata whenua. Mokopuna learn tikanga and kawa of their kōhanga reo. Kaimahi provide mokopuna with meaningful learning experiences with the community. Mokopuna attend kaupapa alongside the local kura that promotes kaitiakitanga. This includes tree planting and caring for their awa. Mokopuna experience learning beyond the kōhanga reo alongside their wider community.
Daily programme routines are established and familiar to mokopuna. Learning areas are vibrant, colourful and well resourced. Access to the outdoor environment encourages exploration and allows mokopuna to connect with the taiao. Mokopuna move freely throughout the whare. Interactions between mokopuna and with adults are positive and supportive. Mokopuna are developing values of aroha, tiaki and manaaki.
Kaimahi work from a basis of whanaungatanga as they plan the learning programme, monitor mokopuna learning and evaluate the quality of the learning programme. Planning is detailed and links to Te Whariki a Te Kōhanga Reo. This includes desired learning outcomes, strategies and resourcing to support implementation. A variety of indoor and outdoor activities stimulate, challenge and extend mokopuna learning. Mokopuna progress and learning is captured in matai mokopuna and Te Aho Poutama that includes detailed information about their individual learning journey. Kaimahi meet regularly to discuss, reflect and review their practices. Documented discussions monitor the quality of the learning programme. Mokopuna experience learning that fosters and nurtures whanaungatanga.
Whanaungatanga provides a foundation for the way in which the whānau manage the kōhanga reo. The Tutohinga provides clear guidance and direction for ongoing improvement. Whānau hui are held regularly and well attended. Health, safety and personnel management policies and procedures are in place to ensure mokopuna wellness is prioritised. Emergency evacuations for fire and earthquake are practiced and documented regularly. Kaimahi performance appraisals are completed on a regular cycle and lead to professional development. The strategic plan includes the vision and aspirations of the whānau and is informed by Te Ara Tuapae. This includes the vision, aspirations and priorities that reflect sustainability for the future. An action plan is discussed regularly at whānau hui and progress is monitored. Whānau share responsibilities to meet the timeframes to achieve outcomes. The annual plan provides clear guidance to meet key administrative tasks. Mokopuna learning is enhanced through collective whānau decision making.
Whānau have shared their intention to continue to focus on enhancing and supporting kaimahi as supportive and effective practitioners. ERO supports the key next step as the focus to support further positive outcomes for mokopuna.
During the evaluation, ERO looked at systems for managing the following areas:
emotional safety including positive guidance and child protection
physical safety including supervision, sleep procedures, accidents, medication, excursion policy and procedures
suitable staffing including appropriate qualifications, police vetting, ratios
emergency procedures and practices for earthquakes, fire, flood, tsunami and pandemic.
ERO and the kōhanga reo whānau developed the following recommendation:
whānau continue to enhance internal evaluation practices to maintain and further enhance quality outcomes for mokopuna.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
15 August 2022
|
Location |
Taupō |
|
Ministry of Education profile number |
40215 |
|
Kōhanga Reo Identification Number |
11-017 |
|
Licence type |
Te Kōhanga Reo |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
40 children, including up to 12 aged under 2 |
|
Kōhanga Reo roll |
25 children, including 6 aged under 2 |
|
Ethnic composition |
Māori 11, NZ European/Pākehā 8, other 6 |
|
Review team on site |
June 2022 |
|
Date of this report |
15 August 2022 |
|
Most recent ERO report(s) |
Education Review, October 2017; Education Review, December 2014; Education Review, September 2011 |
E tū ana Te Kōhanga Reo o Te Puāwaitanga ki Taupō. He tino hononga tō te whānau ki te kura kaupapa Māori o te hapori nei, ā, e hāpai ana tēnei hononga i te whakawhiti atu o ā rātou tamariki i te kōhanga reo ki te kura. He hou te kaiwhakahaere ki tōna tūranga, ā, e mahi ana ia ki te taha o te kaiwhakahaere o mua ki te whakatutuki haere i ngā kaupapa matua me ngā kawenga mahi. E noho matua ana te reo Māori ki te whānau.
He ākonga pākiki ngā tamariki, ā, e whakawhanake ana rātou i ngā hononga papai ki ētahi atu tamariki me ngā pākeke o te kōhanga reo.
E ako ana ngā tamariki ki tētahi wāhi e hāpaitia ana te whakamahinga o te reo Māori. Mō te nuinga o ngā tamariki, ko te reo Māori tō rātou reo tuatahi. Ka whakamahi ngā tamariki tuākana i te reo Māori ki ngā tūmomo take maha, puta noa anō hoki i te whānuitanga o ngā tūmomo horopaki. Ka whakamahi ngā kaimahi i ngā rautaki reo hei whakawero i ngā hinengaro o ngā tamariki. E ākina ana te whakapuaki mai o ngā tamariki i ō rātou ake whakaaro mō ngā kaupapa e ngākau nuitia ana e rātou. Ka whakapuaki rātou i ngā mōhiohio, he pakari tō rātou whakaputa whakaaro, ā, ka noho pakirehua ki ngā mahi e kitea ana e rātou, ka āta kōrerorero māhorahora nei hoki i te reo Māori. Ka noho ngā kaimahi ki te taha o ngā pēpi, ā, ka kōrero hoki ki a rātou, i ngā pēpi e tūhura haere ana i tō rātou wāhi. Ka ngākau nui, ka ngahau hoki ngā pēpi ki ngā oro tāruarua, pērā i te pakipaki, te rotarota, me te waiata. E whakawhanake ana ngā pēpi ki te kōrero i te reo Māori, ā, ka kitea anō hoki te ngākau titikaha o ngā tamariki tuākana ki te kōrero i te reo Māori ki ētahi atu.
Ka ahu mai ngā hononga o ngā tamariki i te whakawhirinaki me te whakaute. Ka noho tahi ngā tamariki i te tīmatanga o ia rā. E ākina ana te manaaki o ngā tuākana i ngā tēina. Ka whakapā atu ngā tamariki ki ētahi atu, mā te toro atu ki ngā hoa mō ngā tūmomo tākaro, mā te tohatoha anō hoki i ngā rauemi, ā, mā te whakaputa anō hoki i ō rātou whakaaro. He tākare te taunekeneke a ngā kaimahi ki ngā tamariki. Ka whakamahara rātou i ngā tamariki i ia te wā, kia whai whakaaro tētahi ki tētahi, ā, ka whakanui hoki rātou i ngā whakamātau a ngā tamariki. Kua waihangatia e ngā kaimahi tētahi taiao mārie, hei hāpai i te mauritau o ngā pēpi ki te kōhanga reo. He hōtaka anō, he wāhi anō hoki mō ngā pēpi. He kaha tā rātou whakahoahoa, tō rātou aroha, me tā rātou aro atu anō hoki ki ngā taunekeneke. Ka whai whakaaro nui ngā tamariki i a rātou e taunekeneke ana ki ētahi atu.
He whai wāhitanga mō ngā tamariki ki te tūhura me te ako ki tētahi wāhi e aro nui ana ki ō rātou matea. Ka akiaki ngā kaimahi i ngā tamariki, kia auaha te āhua o ō rātou whakaaro me ā rātou taunekeneke ki ētahi atu. Ka whakawātea rātou i te whānuitanga o ngā tūmomo rauemi mā ngā tamariki, ā, ka kite i te whakahihiri o ngā tamariki mō ā rātou akoranga. Mā ngā kōrero paki e āhei ana ngā tamariki ki te matapae i ngā tūmomo huarahi pea ka whai atu, me te whakaaro pohewa. Ka kapo atu ngā kaimahi ki ngā whai wāhitanga ki te whakawhānui i ngā paki kōrero mā te akiaki i ngā tamariki ki te whakamahi i ngā rauemi e whakatau haere ana i ngā māramatanga. Ahakoa he whakatakotoranga ki te tīmatanga o ia rā, he maha anō hoki ngā whai wāhitanga mō ngā tamariki ki te kōkiri i ngā tino akoranga e whai pūtake nui ana ki ā rātou anō. Ka whakarato ngā kaimahi i te hōtaka e whakaongaonga ana i te hiahia o ngā tamariki ki te ako tonu. He ākonga harikoa, he ākonga tūmāia hoki ngā tamariki.
He tukanga ā ngā kaimahi mō te whakamahere me te aromātai i te hōtaka akoranga. He mārama te hononga ki ngā mahere i whakatutuki ngātahitia ai i te tīmatanga o te tau. He mahere ake tā ia pēpi e poipoi ana i ō rātou matea. Ka ārahi ngā mahere i te whakatinanatanga o te hōtaka o ia rā. Ka whakamahia te aromātai hōtaka hei whakapai ake i te whakapuakitanga. Ahakoa he mahi tonu kei ngā whakaritenga ki te aromatawai i ngā akoranga a ngā tamariki, he pai anō hoki ētahi o ngā tauira e tohu ana i te whakapaitanga ake o te hōtaka nā ngā mahi aromātai.
E whanake ana ngā tukanga whakahaere a te whānau. Kua whakaritea ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, engari he maha anō hoki o ēnei hei arotake, ā, me whakahou wawe anō hoki i ētahi. Kua whakaritea ngā tuhinga e pā ana ki ngā kaimahi. He mārama ngā kaimahi ki ō rātou tūranga me ā rātou kawenga mahi i a rātou e mahi ana ki te taha o ngā tamariki. Ahakoa kua oti te arohaehae i ngā kaimahi, ka arotake te whānau i te whai pānga o ēnei ki ngā tuhinga tūranga mahi. Kua ono marama noa te kaiwhakahaere e mahi ana ki tōna tūranga, ā, e mahi ana ia ki te taha o te kaiwhakahaere o mua ki te kawe ake i ngā mahi me ngā haepapa matua.
Me whai whakaaro ngā kaimahi ki ngā huarahi ka whakapakari ake i ā rātou whakaritenga aromatawai. Ka whakatakoto haere i ngā whakaahua ki ngā pūkete a ngā tamariki, hei tohu i tēnā e mahia ana e rātou, engari he iti noa e tohu ana i tēnā e ākona ana e ngā tamariki, i tā rātou ahu whakamua rānei i roto i te roanga o te wā.
Ahakoa kua whakaritea ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, kua tae ki te wā kia whakahāngai te whānau i ngā tino kaupapa here matua ki Te Ture Oranga Tamariki. Mā tēnei, ka noho mārama te whānau ki ō rātou tūranga me ā rātou kawenga ki te whakapūmau i te noho haumaru o ngā tamariki i ngā wā katoa.
Kua tae ki te wā kia hoki anō te whānau ki tā rātou whakaritenga ki te tāutu me te tuhi i ā rātou kaupapa matua mō te whakawhanaketanga tonutanga o te kōhanga reo mō meāke nei. Ko tētahi mahere rautaki me tētahi mahere ā-tau e āta whakarite i te kōkiritanga o ngā whāinga matua, me te pūrongo anō hoki i te ahu whakamua ki te whānau. Mā tēnei tū āhuatanga, ka mārama ake, ka arotahi ake hoki te whānau i roto i ā rātou mahi ki te whakamahere paetawhiti mō te kōhanga reo.
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 ngā taunakitanga e whai ake nei, arā, kia:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Puāwaitanga i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
30 Whiringa ā-nuku, 2017
|
Te tūwāhi |
Kei Taupō |
|
|
Te tau a te Tāhuhu o te Mātauranga |
40215 |
|
|
Te tau tohu o Te Kōhanga Reo |
11-017 |
|
|
Te tūmomo raihana |
He Kōhanga Reo |
|
|
Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
|
Te tokomaha mō te raihana |
40, kia 12 ki raro i te rua o ngā tau |
|
|
Te tokomaha kei te rārangi ingoa |
29, tekau kei raro i te rua o ngā tau |
|
|
Te ira tangata |
Kōtiro 17 Tama 12 |
|
|
Ngā hononga ā-iwi |
Māori |
100% |
|
Te wā i te kōhanga reo te rōpū arotake |
Mahuru 2017 |
|
|
Te wā o tēnei pūrongo |
30 Whiringa ā-nuku, 2017 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Hakihea 2014 Mahuru 2011 Hui-tanguru 2007 |
Te Kōhanga Reo o Te Puāwaitanga is in Taupō. The whānau has a close relationship with the local kura kaupapa Māori, which helps their children transition from the kōhanga reo into kura. The kaiwhakahaere is a new appointment who is working with the previous administrator to carry out key roles and responsibilities. Te reo Māori is a high priority for the whānau.
Children are curious learners and develop positive relationships with other children and adults in the kōhanga reo.
Children learn in an environment where the use of te reo Māori is supported. For most children, te reo Māori is their first language. The older children use te reo Maori for a variety of purposes and across a range of contexts. Kaimahi use language strategies to challenge children’s thinking. Children are encouraged to contribute their own perspectives about topics of interests. They share information, express themselves confidently, inquire about what is happening and contribute freely to conversations in te reo Māori. Kaimahi sit alongside and talk with the babies as they explore their space. The babies have a playful interest in repetitive sounds such as clapping, rotarota and waiata. While babies are developing as speakers of te reo Māori, older children show confidence to speak te reo Māori with others.
Children’s relationships are built on trust and respect. Children start the beginning of the day together. Tuākana are encouraged to care for tēina. Children initiate contact with each other by seeking friends to join in play, to share resources and ideas. Kaimahi interact enthusiastically with children. They regularly remind children to be mindful of others and praise children for their efforts. Kaimahi have created a calm environment to help settle the babies in the kōhanga reo. The babies have a separate programme and space. They are social, loving and respond well to physical interactions. Children are considerate in their interactions with others.
Children have opportunities to explore and learn in a place that responds to their needs. Kaimahi encourage children to be creative in the way they think and interact with others. They provide children with access to a range of resources, who show excitement about their learning. Through storytelling, children are able to predict possibilities and use their imagination. Kaimahi seize opportunities to extend the story by encouraging children to use resources to make sense of its meaning. While there is structure to the beginning of the day, there are also many opportunities for children to initiate meaningful learning for themselves. Kaimahi provide a programme that stimulates children’s need to want to know more. Children are happy and confident learners.
Kaimahi have processes in place to plan and evaluate the learning programme. There is a clear link to the collective planning that occurs at the beginning of the year. Babies have individual plans that cater to their needs. Planning guides the implementation of the daily programme. Programme evaluation is used to improve the delivery. Although assessment practices for children’s learning requires more work, there are some good examples of programme improvement as a result of programme evaluation.
Whānau management processes are developing. Health and safety policies and procedures are in place, however many of these are due for review and some require urgent updating. Personnel documentation is in place. Kaimahi are clear about their employee roles and responsibilities when working with children. While kaimahi appraisals have been completed, the whanau will review these for relevance against job descriptions. The kaiwhakahaere has only been in her role for six months and is working with the previous administrator to transition key tasks and responsibilities.
Kaimahi need to consider ways to strengthen assessment practice. Photographs are placed into children’s profiles to show what they are doing, however there is very little indication of what children are learning or their progress over time.
While health and safety policies and procedures are in place, it is time for whānau to align critical policies to the Vulnerable Children’s Act. This will ensure that whānau are clear about their roles and responsibilities with respect to maintaining the safety of children at all times.
It is time for whānau to resume their plan to identify and document what their key priorities for the future development of the kōhanga reo. A strategic and annual plan will ensure important goals are actioned and progress reported back to the whānau. This will assist the whānau to plan for the future of the kōhanga reo with greater clarity and focus.
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 area of non-compliance. To improve current practice, the whānau must:
ensure learning programme is informed by planning, implementation and evaluation that demonstrates an understanding of children’s learning, their interests, whānau and life contexts [Regulation 43 (Early Childhood Services) Regulations 2008; C2 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
ensure there is an ongoing process of self-review to help the kōhanga reo maintain and improve the quality of its education and care, in particular the review and updating of key policies and procedures relating to children’s wellbeing and safety [Regulation 47 Education (Early Childhood Services) Regulations 2008; GMA6 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
ensure an annual plan guides the operations of the kōhanga reo. [Regulation 46 Education (Early Childhood Services) Regulations 2008; GMA8 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga National Trust 2008]
ERO and the Kōhanga Reo whānau developed the following recommendations:
To strengthen assessment practice
To review key health and safety policies
To continue to develop their strategic and annual planning.
The next ERO evaluation of Te Kōhanga Reo o Te Puāwaitanga will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
30 October 2017
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Location |
Taupō |
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Ministry of Education profile number |
40215 |
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Kōhanga Reo Identification Number |
11-017 |
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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 |
40 children, including up to 12 aged under 2 |
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Kōhanga Reo roll |
29 children, including up to 10 aged under 2 |
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Gender composition |
Girls 17 Boys 12 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
September 2017 |
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Date of this report |
30 October 2017 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
December 2014 September 2011 February 2007 |
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