Te Kōhanga Reo o Te Pūtake Whakatupuranga - 28/11/2017

1 Te Horopaki

E tū ana Te Kōhanga Reo o Te Pūtake Whakatupuranga ki te hapori o Elgin, i Tūranga-nui-a-Kiwa. I tēnei wā, e 60 ngā tamariki ki te rārangi ingoa, ā, 15 o rātou kei raro i te rua o ngā tau. E atawhai ana, e tautoko ana hoki ngā kuia i te kōhanga reo i ia rā. He nui ngā rauemi o ngā whare me ngā papa, ā, he pai anō hoki te tiaki i aua rawa. Ko te raupapatanga o ngā arotake o mua a Te Tari Arotake Mātauranga i te kōhanga reo e tohu ana i ngā putanga o te kounga kairangi mō ngā tamariki.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i tō rātou ngākau titikaha ki tō rātou tuakiri, ā, hei ākonga hoki o te reo Māori me ngā tikanga Māori?

He pakari te whakatinana haere o ngā tamariki i ō rātou māramatanga me ō rātou mōhiotanga ki te tuakiri tangata, te reo Māori, me ngā tikanga Māori.

Ngā Taumata Whakahirahira

E ako ana ngā tamariki i ō rātou hononga ki ō rātou iwi, ō rātou hapū, me ngā pou whenua hoki o te hapori nei. He wawata ō te whānau kia whakawhanakehia ā-whatumanawa, ā-hinengaro hoki te aronga toi whenuatanga me te tuakiri o ngā tamariki. Ko ngā kaupapa i whakamaheretia ai mō te tau, e whakahāngai ana i te hōtaka akoranga ki ngā whakapapa me ngā kōrero tuku iho o ngā tīpuna mō tēnei rohe. Ka whakarato te whānau i ngā wheako e whai pūtake ana ki ngā marae, ā, ka whakamahia aua wheako hei whakatairanga i te ako. E tino hāpaitia ana te taki me te whakapuaki o ngā tamariki i ō rātou pepeha, tae atu hoki ki ngā marae, ngā maunga, ngā awa, me ō rātou whānau, ki waenga i a rātou anō. He wā ōkawa tēnei, ā, ko te whakamahi i tētahi rākau kōrero e hāpai ana ki te whakapūmau i ngā tikanga e pā ana ki ngā tū kōrero i te wharenui. Ka noho tata ngā kaimahi ki ngā tamariki, hei akiaki, hei tautāwhi hoki i a rātou, ā, i a rātou e māia haere ana ki te tū me te taki i ā rātou mihimihi. E āhei ana ngā tamariki ki te tū pakari ki te whakapuaki i ō rātou mōhiotanga e pā ana ki a rātou anō me ō rātou tūrangawaewae.

E whai wāhi ana ngā tamariki ki tētahi taiao e whakamāoriori ana i te whakamahinga o te reo Māori. Ka whakarato ngā whānau i te hōhonutanga o tētahi taiao ako rumaki reo Māori mō ngā tamariki. He matatau ngā kaimahi ki te kōrero i te reo Māori. Ka whakarato rātou i te whānuitanga o ngā tūmomo rautaki e whai hua ana ki te hāpai i te whakawhanaketanga reo o ngā tamariki. Ko ētahi o aua rautaki, ko ngā waiata tawhito, ngā whakawhitinga kōrero ki ngā tamariki i a rātou e mahi ana, te whakangahau i te whakamahinga o ngā kupu kōrero, me te whakapuaki i ngā pātai e whai pūtake ana. Ka whakamahi ngā tamariki i te reo Māori mō te whānuitanga o ngā tūmomo pūtake, arā, ki te whakapuaki i ō rātou kare ā-roto, te pakirehua, te whakamārama i ngā tukanga, te matapaki, me te tūhonohono ki ngā tini āhuatanga ki waho atu i te kōhanga reo. Ko te reo Māori tō rātou reo tuatahi mō ā rātou kōrerorero. Ka whakamahi ngā kaimahi i aua rautaki anō hoki ki ngā pēpi, ā, ka whakaatu rātou i tō rātou māramatanga mā te reo ā-tinana. He pakari ngā tamariki tuākana ki te whakawhitiwhiti whakaaro mā te reo Māori. E whanake ana ngā pēpi ki te kōrero i te reo Māori.

Ka ako ngā tamariki i ngā tikanga me ngā kawa i te kōhanga reo me te marae. Kua whakaritea e ngā kaimahi ngā wā e āta whakapūmautia ana ngā tikanga, pērā i te mihimihi ki ngā pākeke i te tuatahi, kātahi ka karakia. Kei te tino mārama ki ngā tamariki te āhua o te whanonga e tika ana mō aua wā. Ko tētahi kawa i ngā āta, ko te noho ā-porowhita nei o ngā tamariki ki te whāriki, me te aro atu ki ngā kaimahi. Nā tēnei tūmomo nohonga, ka areare mārika ō rātou taringa ki ngā kōrero me ngā mahi ā ngā pākeke. Kua waia kē ngā tēina ki tēnei kawa. Ka noho mārire rātou, ka whakamahi rātou i ngā kupu, ka whai wāhi atu hoki ki ngā waiata e mōhiotia ana e rātou. Kei roto i ngā mahere a ngā kaimahi, ko ngā haerenga ki ngā marae e pā tata atu ana. E hāpai ana tēnei ki te whakatūturu i ngā āhuatanga e pā ana ki te pōhiri i ngā manuhiri, me te tū hei tangata whenua. He whakaute ngā tamariki i ngā wā ōkawa.

E whakawhanake ana ngā tamariki i ngā pūkenga ki te tūhura i te ao Māori me te ao hurihuri nei. Ko ngā mahere a ngā kaimahi e arotahi ana ki te whakapuaki i Ngā Pae Maunga o Te Tai Rāwhiti ki ngā tamariki. E ako ana rātou i ngā marae o tēnei rohe, tae atu ki ngā maunga, ngā awa, me ngā kōrero tuku iho mō ō rātou whakapapa. Ka whakamahi te whānau i ngā taonga māoriori hei waihanga i ngā wheako ako e akiaki ana i ngā tamariki ki te whakawhanake i ngā tauira ahu-toru o te rohe o Te Tai Rāwhiti. Ko ngā whenua me ngā hanganga whare o mua, o tēnei wā hoki e whai wāhi nui ana ki te whakawhānui ake i ngā akoranga a ngā tamariki. Ko ngā haerenga ki ngā marae, ko te tūhura i te taiao, ko te whakawhanake hoki i ngā mōhiotanga ki ngā matea matua e toru o te iwi, pērā i te kai, te whakaruruhau, me te wai, e whakatairanga katoa ana i ngā akoranga a ngā tamariki. He ākonga tūmāia, he ākonga pākiki hoki ngā tamariki.

Te Whakamahere me te Aromātai

Ko te ako a ngā tamariki tētahi kaupapa matua ki te whānau. Ko te kounga kairangi o ngā mahi whakamahere, te aromatawai, me te aromātai e whai hua ana ki te ārahi i te ako me te ahu whakamua a ngā tamariki, me tō rātou whakawhanaketanga. Kua whakapai ake ngā kaimahi i te aronga o ā rātou mahi whakamahere, hei whakapūmau i ngā hononga ki Te Whāriki, i a rātou e arotahi ake ana ki ngā kōrero tuku iho me ngā hītori o te hapori me te rohe. He pakari ngā tukanga i whakaritea ai e te whānau, hei tuhi, hei aroturuki hoki i te aromātai o ngā mahere hōtaka, ā, hei whakapai ake tonu i ia te wā, i te kounga o ngā akoranga a ngā tamariki. He matawhānui ngā whakaritenga aromatawai, ā, e whai pānga ana hoki ki te ako me ngā pūkenga o ia tamaiti. He mārama ngā tūmanako kia whakaemi, kia whakapuaki hoki ngā kaimahi me te whānau i ngā whakaaturanga e tohu ana i te āhua o te tupu me te whakawhanaketanga o ngā tamariki. E whai hua ana ngā tamariki nā ngā ākonga i āta whakahaerehia ai, i āta whakaritea ai hoki.

Ka whai hua te ako, te waiora, me te haumaru o ngā tamariki, nā te pai o ngā mahi ki te kāwana me te whakahaere. He tino mārama ngā aronga i te tūtohinga, hei hāpai i te whānau ki te whakahaere i ngā whakaritenga o tō rātou kōhanga reo kia whai hua ai. Nō nā tata tonu nei te whānau i whakamahine ai i tā rātou mahere rautaki, ā, e whakaraupapa ana tēnei i ō rātou wawata me ngā whāinga matua mō ngā tau e rima e whai ake ana. Ko ngā tukanga ki ngā hui ā-whānau mō te whakatau i ngā whakaritenga, e āta whai hanganga ana, ā, ka tuhia hoki. He pai ngā pūnaha ā te whānau mō ngā pūrongo, tae atu ki te auau o ngā pūrongo ā ngā kaimahi, mō te ako a ngā tamariki. He pai te whakatakoto haere i ngā tuhinga kaimahi, ā, e hāngai ana hoki ki te wā. Kua whakaritea e te whānau ngā tukanga o roto ka āta whakarite i te rōnakitanga o ngā whakaritenga mō meāke nei. E whakahaerehia ana te kōhanga reo hei painga mō ngā tamariki.

3 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te kōhanga reo ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:

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

Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.

4 Te Taunakitanga

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

  • whakamahi tonu i ngā whakaritenga aromātai o roto o te kounga kairangi, me te whakapūmau i te haere tonutanga o ngā whakapaitanga, mō te ako a ngā tamariki.

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 Pūtake Whakatupuranga i roto i te whā o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

28 Whiringa ā-rangi, 2017

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Tūranga-nui-a-Kiwa

Te tau a te Tāhuhu o te Mātauranga

55257

Te tau tohu o Te Kōhanga Reo

06F005

Te tūmomo raihana

He Kōhanga Reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

70, kia 15 ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

60, 15 kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 34

Tama 26

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

Mahuru 2017

Te wā o tēnei pūrongo

28 Whiringa ā-rangi, 2017

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Whiringa-ā-rangi 2014

Mahuru 2011

Here-turi-kōkā 2007

1 Context

Te Kōhanga Reo o Te Pūtake Whakatupuranga is located in the suburb of Elgin, Gisborne. The roll is currently 60 including 15 tamariki under 2 years of age. Kuia provide care and support to the kōhanga reo on a daily basis. The buildings and grounds are well resourced and maintained. The kōhanga reo has a history of consecutive ERO reviews that show high quality outcomes for tamariki.

2 The Evaluation Findings

How effectively do tamariki demonstrate confidence in their identity and as learners of te reo Māori and tikanga Māori?

Tamariki confidently demonstrate understanding and knowledge of identity, te reo Māori and tikanga Māori.

Ngā Taumata Whakahirahira

Tamariki learn about their connections to their iwi, hapū and local landmarks. The whānau have aspirations for tamariki to develop feelings and knowledge of belonging and identity. Planned kaupapa for the year focus the programme on learning about whakapapa and the cultural history of the region. The whānau provide meaningful experiences in marae settings and these are used to enhance learning. Tamariki are well supported to recite and share their pepeha, marae, maunga, awa and whānau with each other. This occurs formally and the use of rākau kōrero helps to maintain a practice associated with speaking in the wharenui. Kaimahi stay close to tamariki to provide encouragement and comfort as they develop greater confidence to stand and recite their mihimihi. Tamariki are clearly able to express knowledge of who they are and where they are from.

Tamariki are exposed to an environment where te reo Maori is normalised. Whānau provide tamariki with a rich, immersion learning environment. Kaimahi are fluent speakers of te reo Māori. They provide a range of effective strategies to support language development for tamariki. These include waiata tawhito, conversations with tamariki while they work, having fun with words and asking meaningful questions. The older tamariki use te reo Māori for a range of purposes. For example to express their feelings, inquire, explain processes, to predict and make connections to what happens outside of the kōhanga reo. Te reo Māori is their first language of communication. Kaimahi use the same strategies with babies who respond through body language their understanding. The older tamariki are confident communicators in te reo Māori. The babies are developing as speakers of te reo Māori.

Tamariki learn about ngā tikanga and kawa of the kōhanga reo and the marae. Kaimahi have set times when tikanga is adhered to such as mihimihi to the adults then karakia. Tamariki are really clear about appropriate ways of behaving during this time. A kawa set for the morning is that all tamariki are seated in a circle on a mat facing the kaimahi. This seating arrangement focuses their listening on what the adults are saying and doing. The teina are familiar with this process. They sit quietly and use kupu they know and participate in waiata they recognise. Kaimahi planning includes visits to the local marae. This provides tamariki with a genuine setting where they learn the appropriate ways to pōhiri manuhiri and learn their roles as tangata whenua. Tamariki are respectful during times of formal proceedings.

Tamariki are developing skills to explore the traditional and contemporary worlds. Kaimahi planning is focused on introducing tamariki to Ngā Pae Maunga o Te Tairāwhiti. They are learning about the different marae in the region including the range of maunga, awa and whakapapa stories. The whānau use natural resources to create learning experiences that encourage tamariki to develop three dimensional models of Te Tairāwhiti region. Historical and current land and building structures all contribute to expanding tamariki learning. Visits to marae, exploring the environment and developing knowledge of the three basic needs of iwi such as food, shelter and water enhance tamariki learning. Tamariki are confident and curious learners.

Planning and Evaluation

Tamariki learning is a priority for the whānau. High quality planning, assessment and evaluation practices effectively guide tamariki learning, progress and development. Kaimahi have improved their approach to planning to retain the links to Te Whāriki while focussing more on the local stories and histories of the region. The whānau have rigorous processes in place to document and monitor the evaluation of programme planning and continue improving the quality of tamariki learning. Assessment practices are comprehensive and reflect the learning and skills of each tamaiti. There are clear expectations for kaimahi and whānau to gather and share evidence of how well tamariki are growing and developing. Tamariki benefit from learning that is well managed and organised.

Tamariki learning, wellbeing and safety benefit from effective governance and management. The charter provides clear directions to whānau for managing the operations of their kōhanga reo efficiently. The whānau recently refined their strategic plan which outlines their aspirations and key goals for the next five years. Decision-making processes at whānau hui are well structured and recorded. The whānau have good reporting systems in place including regular reports from kaimahi about tamariki learning. Personnel documents are well kept and up to date. The whānau have in place efficient internal processes that will ensure sustainable practice in to the future. The kōhanga reo is managed in the best interest of children.

3 Whānau Management Assurance on Compliance Areas

During the evaluation, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:

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

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

4 Recommendation

ERO and the Kōhanga Reo whānau developed the following recommendation:

continue to use high quality internal evaluation practice and maintain ongoing improvements for tamariki learning.

When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo o Te Pūtake Whakatupuranga will be in four years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

28 November 2017

Information about the Kōhanga Reo

Location

Gisborne

Ministry of Education profile number

55257

Kōhanga Reo Identification Number

06F005

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

70 children, including up to 15 aged under 2

Kōhanga Reo roll

60 children, including up to 15 aged under 2

Gender composition

Girls 34

Boys 26

Ethnic composition

Māori

100%

Review team on site

September 2017

Date of this report

28 November 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2014

September 2011

August 2007