5 Navarre Road, Glendowie, Auckland
View on mapE tū ana Te Kōhanga Reo o Te Taurere ki Glendowie, ki Tāmaki-makau-rau. Kei ngā papa o te kura o Glen Taylor te kōhanga reo, ā, e ahu mai ana tōna ingoa i te maunga pou whenua o te takiwā nei e kīia nei ko Taurere.
He pai te taunekeneke a ngā tamariki ki ētahi atu.
E hāpaitia ana te ako a ngā tamariki i te reo Māori. Ka whakarato ngā kaimahi i te whānuitanga o ngā tūmomo rautaki e hāpai ana i te whakawhanaketanga o te reo Māori o ngā tamariki. Ko ētahi o aua rautaki, ko te tāruarua mā ngā mōteatea me ngā waiata, te patapatai, te whāngai kupu, te whakatauira me ngā kēmu kupu, kēmu ā-ringa hoki. Ko te kaiako tētahi kuia o te hapori nei, ā, e ārahi ana ia i te whānau i roto i te reo me ngā tikanga Māori. He pārekareka ki ngā tamariki te tākaro i ngā kupu ki te taha o ō rātou hoa i roto i ngā taumahi. He pakari te tū o ngā tuākana ki te taki i ō rātou pepeha. Ka whakapuaki ā-tinana nei ngā pēpi i tō rātou māramatanga ki te reo Māori. Ka taea e ngā tamariki tuākana ngā rerenga kōrero māmā, rerenga kōrero matatini hoki te whakapuaki. E whakawhanake ana te ngākau titikaha o ngā tamariki ki te whakamahi i te reo Māori.
Ka rongo ngā tamariki i ngā hononga papai e tautoko ana i a rātou. Ka whakamihi ngā kaimahi i ngā mahi angitu a ngā tamariki i roto i ngā akoranga. He atawhai nui tō ā rātou taunekeneke ki ngā tamariki. Ka ako ngā tamariki i ngā tūmanako e hiahiatia ana mō tā rātou whanonga me ā rātou kawenga mahi. Ka akiaki ngā kaimahi i ngā tamariki ki te noho whakaute me te whai whakaaro hoki ki ētahi atu. He pakari ngā tamariki ki te toro atu ki ngā pākeke. He wawe tā rātou toro atu ki te tautāwhi o ngā kaimahi. E āta manaakitia ana ngā pēpi. Ka tiaki, ka tautoko hoki ngā tuākana i ngā tēina. Kei te mauritau, kei te harikoa hoki ngā tamariki ki te kōhanga reo.
E whakawhanake ana te aronga toi whenuatanga o ngā tamariki. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te ako i tō rātou tuakiri me tō rātou tūrangawaewae. Ka hāpai rātou i ngā tamariki ki ako i ō rātou waka, ō rātou awa, ō rātou maunga, me ō rātou marae. Ka ako ngā tamariki i te whakahirahiratanga o ngā pou whenua – pērā i a Maunga Taurere – ki te iwi o te takiwā nei. Ka ārahi ngā tamariki i ngā karakia, ngā mōteatea, me ngā waiata. Ka whakarato ngā kaimahi i ngā wheako hei poipoi i te māramatanga o ngā tamariki ki tō rātou tū hei tangata whenua. Ka whakatinana ngā tamariki i ā rātou akoranga o ngā tikanga me ngā kawa, i a rātou e whai wāhi atu ana ki ngā whakatau. Ka whakapūmau ngā kaimahi i ngā tūmanako kia pai te āhua o te whanonga a ngā tamariki. Ka ako ngā tamariki ki tētahi taiao e poipoi ana i a rātou.
E whai pūtake ana ngā mahere, ā, he pai hoki te whakaritenga. E whakamahere ana ngā kaimahi i ngā hōtaka e poipoi ana i ngā matea ake me ngā āheinga ake o ia tamaiti. Ka whai wāhi atu ngā tamariki ki te whānuitanga o ngā tūmomo taumahi. E ārahi ana Te Whāriki me Te Korowai i ngā mahere a ngā kaimahi mō te wiki me ia rā. He maha ngā wā e hono ana ngā mahi ā-kaupapa ki ngā iwi o ngā tamariki nō waho atu i te rohe. Ko ngā pūrongo i ngā hui ā-whānau o ia marama e whakamōhio ana i ngā mātua, ki tēnā e ākona ana, e mahia ana hoki e ā rātou tamariki ki te kōhanga reo. Ka tuhia ngā kitenga auau ki ngā pūkete ake a ia tamaiti. E hāpai ana aua tuhinga i te aroturuki a ngā kaimahi i ngā akoranga a ngā tamariki. Ka whakapūmautia hoki ngā rārangi arowhai, hei aroturuki i te reo Māori me te whakawhanaketanga ā-tinana, ā-tangata hoki. Ka ngākau nui ngā tamariki ki te ako ki te kōhanga reo.
E whakahaere ana te whānau i te kōhanga reo hei painga mō ngā tamariki. Kei te tūtohinga ngā tohutohu mārama ki te whakahaere i ngā whakaritenga ki te kōhanga reo. Kua whakaritea hoki ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. Ko te waiora o ngā tamariki te aronga matua. Ka kitea te whai kawenga nui o te whānau hei kaituku mahi. E hāngai ana ngā tuhinga kaimahi ki te wā. Kua whakaritea katoatia ngā tuhinga tūranga mahi, ngā kirimana mahi, me te arowhai a ngā pirihimana i ngā kaimahi. Ko te waiora o ngā tamariki kei te pūtake o ngā whakahaeretanga katoa.
Kua whakatakotohia e te whānau ā rātou whāinga me ā rātou kaupapa matua mō te wā kei te heke mai. Kua oti Te Ara Tūāpae, te mahere rautaki, me ngā mahere ā-tau. E whai hua ana te aromātai o roto. He auau ngā pūrongo i ngā hui ā-whānau, mō ngā āhuatanga katoa e whai pānga ana ki ngā whakahaeretanga o te whānau. E arotahi ana aua pūrongo ki ngā whakapaitanga. Ka whakarerekē haere i runga anō i ngā hiahia me ngā whai wāhitanga ka pupū ake. E tino mōhio ana te whānau, e tika ana kia āta whakaritea e rātou te rōnakitanga o ngā mahi whakahaere ki te kōhanga reo. Ka taea e ngā tamariki, e te whānau hoki te noho tūturu ki te whakaaro mō te pakari o tō rātou kōhanga reo mō meāke nei.
E āhei ana ngā kaimahi ki te āta whakamahi ake i ngā whāinga ako, hei hāpai i te tuhi haere o te ako a ngā tamariki. Ka tāutu rātou i ngā wāhanga ako o ngā tamariki hei hāpai ake. Engari, kāhore rātou e whakaatu ana, me pēhea rātou e aroturuki, e whakatutuki hoki i aua wāhanga. Kāhore ngā tamariki e tino tautokona ana i roto i ētahi wāhanga o ā rātou akoranga me ō rātou whakawhanaketanga.
Kāhore ngā kaimahi e hui ana i ia te wā ki te aroturuki me te arotake i ngā hōtaka akoranga. Ka kōrerorero rātou i tēnā i whai hua ai, me tēnā hei whakapakari ake anō, engari kāhore aua kōrerotanga e whakatakotohia ā-tuhi nei. Ko te aromātai i ia te wā i te whai huatanga o te hōtaka akoranga ka hāpai i te whānau ki te āta whakarite i te kounga o ngā whakaakoranga me ngā putanga mō ngā tamariki.
I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te kōhanga reo ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:
Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.
I tāutuhia e Te Tari Arotake Mātauranga tētahi wāhanga kāhore e tutuki ana e ai ki te ture. Kia tutuki i te whānau o te kōhanga reo tēnei herenga ā-ture, me tahuri rātou 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 Taurere i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
23 Kohitātea, 2018
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Te tūwāhi |
Kei Glendowie, ki Tāmaki-makau-rau |
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Te tau a te Tāhuhu o te Mātauranga |
20345 |
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Te tau tohu o Te Kōhanga Reo |
02E034 |
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Te tūmomo raihana |
He kōhanga reo |
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Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
24, kia tekau ki raro i te rua o ngā tau |
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Te tokomaha kei te rārangi ingoa |
18, tokowhā kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 13 Tama tāne 5 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Te wā i te kōhanga reo te rōpū arotake |
Whiringa-ā-rangi 2017 |
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Te wā o tēnei pūrongo |
23 Kohitātea, 2018 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Hakihea 2014 Whiringa-ā-rangi 2011 Paenga-whāwhā 2008 |
Te Kōhanga Reo o Te Taurere is in Glendowie, Auckland. The kōhanga reo is located on the site of Glen Taylor School and takes its name from a local hill and landmark, Taurere.
Children interact well with others.
Children are supported to learn te reo Māori. Kaimahi provide a range of strategies to support children’s te reo Māori development. These include repetition through chants and waiata, questioning, prompts, modelling and word and hand games. The kaiako, who is also a local kuia, provides guidance in te reo and tikanga Māori. Children enjoy playing with words during activities with their peers. The tuākana are confident to stand to recite their pepeha. Babies use non-verbal gestures to express their understanding of te reo Māori. Older children can use simple to more complex sentences. Children are developing confidence in te reo Māori.
Children experience supportive and positive relationships. Kaimahi acknowledge children’s success in learning. Their interactions with children are warm. Children learn expectations for behaviour and responsibility. Kaimahi encourage children to be respectful and considerate of others. Children approach adults with confidence. They readily seek reassurance from kaimahi. Babies are well cared for. Tuakana look after and support their taina. Children are settled and happy at kōhanga reo.
Children are developing a sense of belonging. Kaimahi provide children with opportunities to learn about their identity and belonging. They support children to learn about their waka, awa, maunga and marae. Children learn about the importance of landmarks such as Maunga Taurere, to local iwi. Children lead karakia, mōteatea and waiata. Kaimahi provide experiences to foster children’s understanding about their role as tangata whenua. Children apply their learning of tikanga and kawa when they participate in whakatau. Kaimahi reinforce expectations about positive behaviour for children. Children learn in a nurturing environment.
Planning is purposeful and well organised. Kaimahi plan programmes to cater for children’s individual needs and abilities. Children enjoy a range of activities. Te Whāriki and Te Korowai guide kaimahi weekly and daily planning. Kaupapa mahi often link to children’s iwi outside of the local area. Reports to monthly whānau hui inform parents about what their children are learning and doing at kōhanga reo. Regular observations are recorded in children’s individual portfolios. These records assist kaimahi to monitor children’s learning. Checklists are maintained to monitor te reo Māori and physical and social development. Children enjoy learning at kōhanga reo.
Whānau manage the kōhanga reo in the best interests of the children. The charter provides clear directions to manage the operations of the kōhanga reo. Health and safety policies and procedures are in place. The well-being of children is paramount. Whānau show they are responsible employers. Personnel documentation is current. Job descriptions, employment contracts and police vetting are in place. Children’s wellbeing is at the heart of all operations.
Whānau have set their goals and future priorities. Te Ara Tūāpae, strategic plan and annual plans are complete. Internal evaluation is effective. There is regular reporting to whānau hui on all aspects of whānau operations. This reporting focuses on improvements. Changes are made according to needs and opportunities that arise. Whānau are highly aware of the need to ensure the management of the kōhanga reo is sustainable. Children and their whānau can be assured that the future of their kōhanga reo is secure.
Kaimahi could make better use of learning objectives to support the recording of children’s learning. They identify areas of learning where children need further support. However they do not show how they will monitor and address these areas. Children are not well supported in some areas of their learning and development.
Kaimahi do not meet regularly to monitor and review learning programmes. They discuss but do not record what went well and what can be done better. Regular evaluation of the effectiveness of the learning programme will assist whānau to ensure quality teaching and outcomes for children.
During the evaluation, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:
All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO identified an area of non-compliance. In order for the kōhanga reo whānau to meet this compliance requirement they need to:
ERO and the Kōhanga Reo whānau developed the following recommendations:
The next ERO evaluation of Te Kōhanga Reo o Te Taurere will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
23 January 2018
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Location |
Glendowie, Auckland |
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Ministry of Education profile number |
20345 |
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Kōhanga Reo Identification Number |
02E034 |
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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 |
24 children, including up to 10 aged under 2 |
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Kōhanga Reo roll |
18 children, including up to 4 aged under 2 |
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Gender composition |
Girls 13 Boys 5 |
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Ethnic composition |
Māori Pākehā/Niuean/South African |
17 1 |
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Review team on site |
November 2017 |
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Date of this report |
23 January 2018 |
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Most recent ERO report(s) |
Education review Education review Education review |
December 2014 November 2011 April 2008 |
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Ka haka ngā pīpīwharauroa i Taurere Maunga
Ka heke atu rā mā Wai-o-Taiki Awa
Ka puta rā noa ki Waitemata Moana
Ka hoki mai ki te wāhi tapu o Uru Karaka o Parehuia
Kāore e tawhito ko te rākau taumatua kei reira Te Kōhanga Reo o Te Taurere.
E tū ana Te Kōhanga Reo o Te Taurere ki Glendowie, ki Tāmaki-makau-rau. Ko tō te whānau wawata, ko te whakawhanake i ngā tamariki angitu e tū māia ana ki te whai wāhi atu ki te ao Māori, ki te āta tūhura hoki i ō rātou ngākau nuitanga ki te ao whānui.
‘He pēhea te whakaatu a ngā tamariki i tō rātou tū māia, i tō rātou aronga toi whenuatanga hoki?’
E tino tautokona ana ngā tamariki kia whakawhanake te tū māia nā tō rātou tuakiri, tō rātou aronga toi whenuatanga, ō rātou mōhiotanga hoki.
Ka wheako ngā tamariki i te maha o ngā whai wāhitanga ako whakahihiri. He whānui ngā tūmomo rauemi e noho wātea ana ki ngā tamariki. Ka ārahi ngā kaimahi i ngā tamariki i roto i ngā taumahi e hāngai pū ana ki ngā mahere, ā, e poipoi ana i tā rātou kōkiri i a rātou anō, nā ngā tūmomo whai wāhitanga ako e wātea ana ki a rātou.
Ka tino tautoko ngā kaimahi i te hopu a ngā tamariki i te reo Māori, mā te whakatauira i ngā mahi pai, te patapatai, te akiaki, me te manawanui. Ka tino whakawhanake aua aronga i ngā pūkenga reo Māori o ngā tamariki, tae atu ki ā rātou kupu, ā rātou hanganga rerenga kōrero hoki. He manawanui tō ngā kaimahi, ā, ka atawhai, ka whakaute hoki i ngā tamariki. He rite hoki ngā whanonga o ngā tuākana i a rātou e taunekeneke ana me ngā tēina. Ka tautoko ngā kaimahi i ngā tamariki mā te hāpai i a rātou ki te whakaoti mahi me tā rātou whakahaere i ā rātou tākaro, taunekeneke hoki. He pakari, he tau hoki ngā tamariki ki te taiao o te kōhanga reo. Ka whakaatu ngā kaimahi i ngā mahi ā-kaupapa, hei hāpai ki te ārahi i ngā tamariki i a rātou e ako ana i ngā hononga ki ngā wāhi, ngā tāngata, me te kōhanga reo. He pai te noho puare o te taiao ako, o roto, o waho hoki. Nā tēnei, he māmā noa iho mā ngā tamariki ki te whakawhitiwhiti haere i waenga i ngā pokapū akoranga me ngā rauemi.
He pai te whakahaeretanga a te whānau i te kōhanga reo. He tau ngā pūnaha me ngā tukanga i whakaritea ai mō ngā mahi whakahaere pūtea, ngā kaimahi, me ngā take e pā ana ki ngā rawa. Kāhore ngā kaupapa here me ngā tukanga o te hauora me te haumaru, e honohono katoa ana ki ngā mahi. E noho pūmau ana te whānau ki te whakatutuki i aua take, nā tō rātou ngākau nui ki te tiaki i ngā tamariki.
Nā ngā tukanga arotake whaiaro ka taea e te whānau te whakatupu tonu te kōhanga reo. Pūrongotia ai e te whānau i ia te wā, ngā tūmomo āhuatanga e pā ana ki te whakahaeretanga o te kōhanga reo. He komiti iti ā rātou, e kawe ana i te whakawhanaketanga, te arotakenga hoki o ngā kaupapa rautaki, te kohi pūtea, me ngā take tuku mahi. Kei te whakapai haere i ngā wā katoa, ā, e whakahihiko ana tēnei i te whānau.
Mā te tautoko o Te Poari Matua o Ngā Kōhanga Reo, kei te whānau me ngā kaimahi ngā mōhiotanga e tika ana ki te whakatutuki i ngā take i whakatakotohia ai ki tēnei pūrongo.
I mua o te arotake, i īnoitia te whānau kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake.
Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga Māori me te whānau.
I whakaritea e te whānau ko āna kaupapa arotahi mō tēnei arotake, ko:
Ko te katoa o ngā arotake mātauranga ā te Tari Arotake Mātauranga Māori i roto i ngā kōhanga reo e arotahi ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga Māori, kei roto i tēnei ko te kounga o te:
Ko ngā kitenga ā te Tari Arotake Mātauranga Māori i roto i ēnei wāhanga, kei raro iho nei.
‘He pēhea te whakaatu a ngā tamariki i tō rātou tū māia, i tō rātou aronga toi whenuatanga hoki?’
E tino tautokona ana ngā tamariki kia whakawhanake te tū māia nā tō rātou tuakiri, tō rātou aronga toi whenuatanga, ō rātou mōhiotanga hoki.
Ka whiriwhiri ngā tamariki ki te kōrero i te reo Māori ki tō rātou whānau, ā, i a rātou e whai wāhi atu ana ki te ao whānui hoki. Ka tino rumakina ngā tamariki ki ngā wheako akoranga e hāpai ana, e whakawhanake ana hoki i tō rātou māia, tō rātou mōhiotanga hoki ki te reo Māori me ōna tikanga. Ko ngā rautaki e whakamahia ana e ngā kaimahi, e whai pānga ana ki te whakapakari i te māia o ngā tamariki, ā, e āhei ana rātou ki te tūhura me te whakamahi i te reo mā te maha o ngā tūmomo huarahi. Ka whai wāhi ngā tamariki ki ngā tikanga ōkawa, ngā whakawhitinga kōrero, me ngā taunekeneke hoki ka pupū ake. Ka whakatairanga ake anō te whakawhanaketanga reo o ngā tamariki nā ngā tūmomo horopaki akoranga ka whakaratohia e te whānau me ngā kaimahi.
I ngā wā katoa ka wheako ngā tamariki i te angitu i roto i ā rātou akoranga. Ka ākina ngā tamariki kia pakari ake ai rātou hei ākonga ka kōkiri i a rātou anō. He pai te whakahaeretanga o ngā kaimahi me te whānau i te hōtaka o ia rā, ā, he tika hoki tā rātou aro atu ki te rerekē haere o ngā ngākau nuitanga me ngā matea o ngā tamariki. Ka whakamahia e ngā kaimahi ngā wā ako ā-whānau, hei poipoi i te ārahitanga, i te māia hoki ki waenga i ngā tamariki. E whai hua ana ngā kaimahi ki te whakatairanga ake i te tuakiri me te reo o ngā tamariki. Ka wheako ngā tamariki i te angitu i ia rā.
He māia, he harikoa hoki ngā tamariki i roto i ā rātou akoranga. Ka wheako ngā tamariki i ngā hononga mauritau, e atawhai ana, e tautoko ana hoki i a rātou. Ka whakamahi ngā kaimahi i ngā rautaki e whai hua ana ki te whakatairanga i ngā uaratanga o te whakaute, te manaaki, me te tiaki ki ngā tamariki. He pārekareka ki ngā tuākana ā rātou mahi ki te hāpai i ngā tēina. He pakari, he whakawhirinaki hoki ngā hononga o ngā tamariki ki te whānau. Ka whakakoia aua mahi me aua uaratanga i te tūnga whakahirahira me te aronga toi whenuatanga hoki o ngā tamariki ki te kōhanga reo me tō rātou whānau.
He pārekareka ki ngā tamariki te tūhura me te ako ki te taiao o te kōhanga reo. Ka whakaongaonga te kōhanga reo i te kanohi, nā te whānuitanga o ngā tūmomo rauemi whakahihiri e tika ana. Ka whakapūmautia ki ngā tamariki i ia rā, tō rātou ahurea, tō rātou tuakiri hoki, nā ngā whakaaturanga, ngā taonga, me ngā rauemi e karapoti ana i a rātou.
Ka akiaki ngā kaimahi i ngā tamariki ki te tūhura i ō rātou taiao māori, tūturu hoki. Ka kitea te tupu haere o te māia me te mōhiotanga o ngā tamariki ki a rātou anō, ki tō rātou tūrangawaewae hoki.
He pārekareka ki ngā tamariki te hōtaka akoranga. Ka whakapau kaha ngā kaimahi me te whānau ki te whakarato i tētahi hōtaka e whakaongaonga ana, e whakahihiri ana hoki, ā, e hāngai ana ki te tū Māori i roto i te ao Māori. Pūrongo ai ngā kaimahi ki te whānau i ia te wā, ā, he whai wāhitanga mā te whānau ki te whakawhanake, te whakapai haere hoki i te hōtaka.
Ko te whakatairanga i te angitu o ngā tamariki e ārahi ana i te whakamahere me te whakarite o Te Whāriki. Ka āta whakaarohia ngā matea me ngā ngākau nuitanga o ngā tamariki. He tino māramatanga tō ngā kaimahi ki te whakaritenga pai me tāna whai pānga anō hoki ki ngā akoranga a ngā tamariki.
Ka tino kapohia atu ngā akoranga a ngā tamariki ki ngā pūkete. Ka tohu aua pūkete i te āhua o te whanaketanga, te mōhiotanga hoki o ngā tamariki ki tō rātou tuakiri, me ngā taonga tuku iho. He whānui ngā tūmomo mōhiohio e whakaemihia ana e ngā kaimahi. He whakaahua, he tauira mahi hoki kei roto. Ka whiwhi te whānau i ngā tino mōhiohio e tohu ana i te āhua o te whakawhanaketanga o ā rātou tamariki hei ākonga ki te ao Māori.
He pai te whakahaere, te aroturuki hoki a te whānau i ngā akoranga a ngā tamariki me tō rātou waiora. Kua whakaritea ngā pūnaha i āta whakawhanakehia ai. He pai te aroturuki a te whānau i ngā wāhanga katoa o te kōhanga reo. He tino aronga ki te haere tonu i te tupu, te whai huatanga, me te whakawhanaketanga hoki o ngā ngākau nuitanga o ngā tamariki.
Ko ngā tamariki me te whānau kei te pūtake o te tirohanga me te tupu o te kōhanga reo. He tino aronga tā te whānau, ā, e tino aroturukitia ana. He mārama ngā whāinga o te mahere rautaki mō ngā tau e toru ka whai ake. Ka arotake whaiaro hei aroturuki i ngā kaupapa rautaki matua, ā, hei tāutu hoki i ngā āhuatanga e tika ana hei whakapakari ake mō ngā tamariki me ō rātou whānau.
Ka whai hua ngā tamariki nā te aronga nahanaha, ngātahi hoki ki te arotake whaiaro. Aroturuki ai te whānau i ia te wā, ngā tūmomo wāhanga o te kōhanga reo. He tino aronga tā rātou whānau ki te āhua o ā rātou mahi ki te whakatutuki i ngā matea o ā rātou tamariki, i ā rātou kaupapa rautaki matua, ā, i ngā wawata hoki o te katoa.
E mōhio ana ngā kaimahi me te whānau, e tika ana kia whakapakari rātou i ētahi o ā rātou tukanga e pā ana ki te hauora me te haumaru. Kāhore i te tino mārama ētahi o ngā kaupapa here, ā, kāhore i te riterite ngā whakaritenga.
Ahakoa te whānui o ngā tūmomo pūkenga, wheako hoki o ngā kaimahi, i tēnei wā, kāhore anō tētahi kaiako kia oti Te Tohu Whakapakari. Kua tāutuhia e te whānau tēnei āhuatanga hei kaupapa matua.
I mua o te arotake, i whakakīia e te kaipupuri raihana, te whānau, me ngā kaimahi o te kōhanga reo tētahi Tauāki Kupu Tūturu a te Kōhanga Reo kua Raihanatia, o Pipiri 2013, me tētahi Rārangi Tātari Whaiaro mā te Tari Arotake Mātauranga. I roto i ēnei tuhinga i oati rātou, i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga 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)
E taunaki ana te Tari Arotake Mātauranga, ā, e whakaae ana hoki te whānau, kia toro atu rātou ki Te Poari Matua o Ngā Kōhanga Reo, ki te whakapakari i ngā āhuatanga o te hauora me te haumaru, me te whakapiki ake hoki i te āheinga o ngā kaimahi.
Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.
Lynda Pura Watson
National Manager Review Services Māori (Te Uepū-ā-Motu)
1 Hakihea 2014
Ka hoka ngā pīpīwharauroa i Taurere Maunga
Ka heke atu rā mā Wai-o-Taiki Awa
Ka puta rā noa ki Waitemata Moana
Ka hoki mai ki te wāhi tapu o Uru Karaka o Parehuia
Kāore e tawhiti ko te rākau taumatua kei reira Te Kōhanga o Taurere.
Te Kōhanga Reo o Te Taurere is in Glendowie, Auckland. The aspiration of whānau is to develop successful children who confidently participate in te ao Māori and courageously explore their interests in the wider world.
“How well do children show they are confident and have a strong sense of belonging?”
Children are well supported to develop confidence in their identity, sense of belonging and knowledge.
Children experience a number of interesting learning opportunities. Children have a variety of resources at their disposal. Kaimahi guide children in activities that have a clear alignment to planning and fosters their independence by making self-directed learning opportunities available.
Kaimahi effectively support children in their acquisition of te reo Māori through the modelling of good practice, questioning, encouragement and patience. These approaches successfully develop children’s te reo Māori skills including their vocabulary and sentence structures. Kaimahi are patient, affectionate and treat children in a respectful way. The tuakana model similar behaviours when they interact with teina. Kaimahi support children by helping them to complete tasks and assisting them to manage their play and interactions. Children are confident and comfortable in the kōhanga reo environment. Kaimahi display kaupapa mahi to help guide children as they learn about links to places, people and the kōhanga reo. The learning environment has good outdoor and indoor flow. This creates an easy transition for children as they move between learning centres and resources.
The whānau manage the kōhanga reo well. There are sound systems and processes in place for financial management practices, personnel and property matters. There is a slight disconnect between health and safety policies and practice. The whānau are committed to addressing these issues because of their commitment towards safe-guarding children.
Self review processes provide the whānau with a fertile landscape from which further growth can take place. Whānau regularly report on different aspects of the operations of the kōhanga reo. There are committee groups who have responsibility for developing and reviewing strategic priorities, fundraising and employment matters. Improvement is a constant practice that motivates whānau.
Whānau and kaimahi with support from Te Kōhanga Reo National Trust (TKRNT),have the appropriate competencies to address the issues raised in this report.
Before the review, the whānau were invited to consider its priorities for review.
The priorities for review were then determined following a discussion between the ERO review team and whānau.
The whānau chose as its focus area:
All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out in the report findings.
“How well do children show they are confident and have a strong sense of belonging?”
Children are well supported to develop confidence in their identity, sense of belonging and knowledge.
Children choose to speak te reo Māori with their whānau and when they participate in the wider world. Children are successfully immersed in learn experiences that aids and develops their confidence and knowledge of te reo Māori me ōna tikanga. Strategies that kaimahi use help to build children’s confidence and enables them to explore and use language in various ways. Children participate in formal protocols, conversations and spontaneous interactions. Children’s language development is further enhanced through the different contexts whānau and kaimahi provide for learning.
Children constantly experience success in their learning. Children are encouraged to develop confidence as independent, self managing learners. Kaimahi and whānau manage the daily programme well and respond in positive ways to the changing interests and needs of children. Shared whānau learning time is used by kaimahi to foster leadership and confidence amongst children. Kaimahi are effective in promoting children’s identity and language. Children experience success each day.
Children are confident and happy in their learning. Children experience positive, warm and supportive relationships. Kaimahi use effective strategies to promote the values of respect, manaaki and tiaki with children. Tuakana enjoy their support roles when they interact with teina. Children form strong and trusting bonds with the whānau. These practices and values affirm children’s special place and belonging to the kōhanga reo and their whānau.
Children enjoy exploring and learning in the kōhanga reo environment. The kōhanga reo is visually stimulating with a wide range of interesting and appropriate resources. Children are reminded each day of their culture and identity, through the displays, taonga and resources that surround them. Kaimahi encourage children to explore their natural and physical environments. Children show a growing confidence and knowledge of who they are and where they belong.
Children enjoy the learning programme. Kaimahi and whānau members work hard to provide a stimulating and exciting programme based on being Māori in te ao Māori. Kaimahi regularly report to the whānau who have opportunities to contribute to programme development and improvement.
Promoting children’s success guides Te Whāriki planning and organisation. Children’s needs and interests are well considered. Kaimahi have a clear understanding of good practice and its impact on children’s learning.
Children’s learning is captured well in portfolios. These show how children are developing confidence and knowledge about their identity and heritage. A variety of information is collected by kaimahi. These include photographs and work samples. Whānau receive relevant information that shows how well their children are developing as learners in te ao Māori.
Children’s wellbeing is managed and monitored effectively by the whānau. Well developed systems are in place. All areas of the kōhanga reo are monitored well by the whānau. There is a clear focus on continual growth, effectiveness and the development of children’s interests.
Children and whānau are central to the vision and growth of the kōhanga reo. The whānau has a clear direction that is monitored well. The strategic plan has clear goals for the next three year. Self review is used to monitor the strategic priorities and to identify where children and their whānau require further support.
Children benefit from a planned and cohesive approach to self review. Whānau regularly monitor different areas of the kōhanga reo. There is a strong focus by whānau on how well they are meeting the needs of their children, theri strategic priorities and shared aspirations.
Kaimahi and whānau recognise the need to strengthen some of their health and safety procedures. Some policies lack clarity and practice is inconsistent.
While kaimahi have a range of skills and experiences there is currently no kaiako who has completed TeTohu Whakapakari. Whānau have identified this as an immediate priority.
Before the review, the licensee, whānau and staff of the kōhanga reo completed an ERO Kōhanga 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:
During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:
ERO recommends and the whānau agree that they seek support from TKRNT to strengthen aspects of health and safety and to increase kaimahi capacity.
ERO is likely to carry out the next review in three years.
Lynda Pura Watson
National Manager Review Services Māori (Te Uepū-ā-Motu)
1 December 2014
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Location |
Auckland |
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Ministry of Education profile number |
20345 |
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Type |
Kōhanga Reo |
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Number licensed for |
24 including 10 under 2 years old |
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Roll number |
20 including 5 under 2 years old |
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Gender composition |
Girls 9 Boys 11 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
20 August 2014 |
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Date of this report |
1 December 2014 |
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Most recent ERO reports |
Education Review Education Review Education Review |
November 2011 April 2008 October 2003 |