Te Kōhanga Reo o Te Puāwaitanga - 30/10/2017

1 Te Horopaki

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.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i tō rātou pākiki me tō rātou mauritau hei ākonga?

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.

Ngā Taumata Whakahirahira

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.

Te Whakamahere me te Aromātai

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.

Ngā Whakaritenga Matua ka Whai Ake

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.

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.

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:

  • āta whakarite i te waihanga o te hōtaka akoranga mā ngā mahere, te whakatinanatanga, me te aromātai e whakaatu ai i te māramatanga ki ngā akoranga a ngā tamariki, ō rātou ngākau nuitanga, me ngā horopaki anō hoki o ō rātou whānau me tō rātou ao
    [R 43 Ture Mātauranga (Kōhungahunga) 2008; C2 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
  • āta whakarite i te haere tonutanga o tētahi tukanga ki te arotake whaiaro, hei hāpai i te kōhanga reo ki te whakapūmau me te whakapai ake i te kounga o te mātauranga me te atawhai, inā koa, i te arotake me te whakahou ake o ngā kaupapa here me ngā tukanga matua e pā ana ki te waiora me te haumaru o ngā tamariki
    [R 47 Ture Mātauranga (Kōhungahunga) 2008; GMA6 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
  • āta whakarite kia ārahi tētahi mahere ā-tau i ngā whakahaeretanga o te kōhanga reo.
    [R 46 Ture Mātauranga (Kōhungahunga) 2008; GMA8 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]

4 Ngā Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo ngā taunakitanga e whai ake nei, arā, kia:

  • whakapakarihia ngā mahi aromatawai
  • arotakengia ngā kaupapa here matua e pā ana ki te hauora me te haumaru
  • whakawhanake tonuhia tā rātou mahere rautaki me tā rātou mahere ā-tau.

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 Te Puāwaitanga i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

30 Whiringa ā-nuku, 2017

Ngā kōrero e pā ana ki te kōhanga reo

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

1 Context

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.

2 The Evaluation Findings

How well do children show they are curious and secure learners?

Children are curious learners and develop positive relationships with other children and adults in the kōhanga reo.

Ngā Taumata Whakahirahira

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.

Planning and Evaluation

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.

Key Next Steps

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.

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.

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]

4 Recommendations

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.

When is ERO likely to evaluation the kōhanga reo again?

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

Information about the Kōhanga Reo

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

29 children, including up to 10 aged under 2

Gender composition

Girls 17

Boys 12

Ethnic composition

Māori

100%

Review team on site

September 2017

Date of this report

30 October 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2014

September 2011

February 2007