Te Kōhanga Reo o Te Whānau o Piopio

Education institution number:
35070
Service type:
Te Kōhanga Reo
Definition:
Not Applicable
Total roll:
12
Telephone:
Address:

Main North Road, Piopio

View on map

Te Kōhanga Reo o Te Whānau o Piopio

1 He Kupu Arataki

Kua 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.

2 Te Horopaki

E tū ana Te Kōhanga Reo o Te Whānau o Piopio ki te take o te marae o Mōkau Kohunui, ki te hapori tuawhenua iti o Piopio, e pā tata atu ana ki Te Kūiti. Kua whakatōpūngia e te whānau me ngā kaimahi hou ō rātou pūkenga, ki te whakahaere i te kōhanga reo hei tino painga mō ngā mokopuna.  

3 Te Aronga o te Aromātai

He pēhea rawa te whakaatu mai o ngā mokopuna i tō rātou māramatanga ki te whanaungatanga?

Ka kitea ki ngā mokopuna tō rātou māramatanga ki te whanaungatanga nā ā rātou taunekeneke ki ētahi atu.

4 Ngā Whakaaturanga

E rumakina ana ngā mokopuna ki te whanaungatanga. Ka whakatauira ngā kaimahi i te manaaki me te aroha mā tā rātou aronga mārie, aronga ngāwari hoki. Ka āta haere rātou i roto i ā rātou mahi ki te taha o ngā mokopuna. Ka rongo ngā mokopuna i ngā hononga manaaki, me ngā taunekeneke whai pūtake ki te taha o ngā pakeke me ō rātou hoa. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā mokopuna ki te kōrero i te reo Māori. Ka whakamahi rātou i ngā rautaki, pērā i te pepeha, te mihimihi, me te waiata, ki te āta whakapakari i te māramatanga o ngā mokopuna ki ō rātou hononga me ō rātou tātai whakapapa ki te takiwā nei. Ka tū ngā mokopuna tuākana hei kaiārahi, ā, he whai wāhitanga mō rātou ki te ārahi i ngā wāhanga ōkawa o te hōtaka akoranga. He maha ngā wā ka whakamihi ngā kaimahi i ngā mokopuna mō ā rātou whakamātau me ā rātou whakatutukitanga. He pārekareka ki ngā mokopuna te ako, ā, ka tākaro māhorahora hoki rātou i ētahi wāhanga o te rā. He māmā noa tā rātou whakapā atu ki te tangongitanga o ngā rauemi. Ka hāpai te wāhi o waho i te taunekeneke me te mahi tahi a ngā mokopuna ki waenga i a rātou anō. Nā te wāhi tū o te kōhanga reo, e wātea ana ngā taonga māoriori ki ngā mokopuna i ia rā, tae atu hoki ki tō rātou marae. Kei te harikoa, kei te mauritau te āhua o ngā mokopuna, ā, ka ngākau nui hoki rātou ki te noho tahi me ō rātou hoa.

Kua whakatakotohia ngā mahere, ā, ka hāngai hoki ki Te Whāriki a Te Kōhanga Reo. Ka āta kitea te aronga atu o ngā mahere ki ngā hononga o ngā mokopuna ki ngā tāngata, ngā wāhi, me ngā mea. He mahere ā-tau, ā-wāhanga, ā-wiki hoki e āta whakatau ana i te whai pūtaketanga o te hōtaka akoranga. Kua tautuhia ngā whāinga ako, ā, ka whakatinanahia ngā taumahi e tika ana mō ngā reanga, kia tutuki ai i a rātou aua whāinga. E whiwhi ana ngā mokopuna i ngā taumahi whai pūtake i āta whakamaheretia ai.

E whakahaere ana te whānau i te kōhanga reo hei tino painga mō ngā mokopuna. Ka tautuhi te tūtohinga i ngā tukanga mō te whakahaeretanga a te whānau i ngā whakaritenga o te kōhanga reo. Tū ai ngā hui ā-whānau i ia te wā, ā, he pai hoki te taetae atu, ka whai pūtake hoki ngā tuhinga me ngā whakawhitinga kōrero. Hui ai te whānau i ia marama ki te whakawhiti kōrero mō ngā take, me te whakatau i ngā whakaritenga mā te whai i ngā mōhiohio. Ko ngā kaupapa here matua e pā ana ki te hauora, te haumaru, me ngā kaimahi, e hāngai katoa ana ki te wā. Kua whakatakotohia te huringa taiāwhio mō te arotakenga o ngā kaupapa here me ngā tukanga. He tika ngā rēhita a te whānau mō te whakatakotoranga o ngā take e pā ana ki te hauora me te haumaru, tae atu ki ngā whakaritenga mō ngā hōneatanga ohotata. Kei te mahere rautaki te tirohanga me ngā wawata o te whānau. e whakaraupapa ana ngā whāinga rautaki me ngā kaupapa matua i te aronga whakamua me te whakawhanaketanga o te kōhanga reo. Ka whai wāhi ki te mahere mahi, ko te aroturukitanga o te ahu whakamua, puta noa i te tau. Ka tautuhia te mahere ā-tau i ngā wāhanga matua o ngā whakahaeretanga, me ngā wā e tika ana kia whakatutukihia. He mārama ngā kirimina whiwhi mahi a ia kaimahi, ā, ka whai kiko hoki. Ka whakamāramahia ngā tuhinga tūranga mahi a ngā kaimahi i ngā pūkenga e tūmanakohia ana. Ka whakamahi te whānau i ngā pae pāpāho pāpori, kia noho mōhio ai ngā mema o te whānau ki ngā nekehanga katoa. Ka whai hua ngā mokopuna nā ngā whakaritenga whakatōpū a te whānau.

Ngā Whakaritenga Matua ka whai ake  

E taea ana ngā akoranga a ngā mokopuna te whakatairanga ake mā te whakapakari ake i te aromatawai me te aromātai. Kāhore anō ngā huarahi aromatawai e kapo atu ana i te ako a ngā mokopuna me tā rātou ahu whakamua i roto i te roanga o te wā. Kua tae ki te wā kia whakaōkawa, kia tuhi hoki ngā kaimahi i ngā whakawhitinga kōrero, hei whakatairanga ake i te kounga o te hōtaka akoranga. Ka whai hua ngā mokopuna i te wā e āta aroturukitia ana, e āta whakaarohia ana hoki ō rātou matea mō meāke nei.

5 Te Whakatau a te Whānau o te Kōhanga Reo ki ngā Wāhanga Tautukunga

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.

Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:

  • āta whakarite i te whakatinanatanga o te marau o te kōhanga reo mā ngā mahere, te whakatinanatanga, me te aromātai e tohu ana i te māramatanga ki te ako a ngā tamariki, tae atu hoki ki ō rātou ngākau nuitanga, ō rātou whānau, me te āhua tonu o ō rātou nā ao

[R43 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]

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga me te whānau o te kōhanga reo, kia mahi te whānau ki te taha o te tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo, kia tautokona tā rātou whakawhanaketanga o ngā whakaritenga e pā ana ki te aromatawai me te aromātai.

Rita Walker
Toka ā Nuku Whakakapi
Te Uepū-a-Motu – Māori Services

09 Haratua, 2023

 

7 Ngā kōrero e pā ana ki te Kōhanga

Te tūwāhi

Kei Piopio, ki Waikato

Te tau a te Tāhuhu o te Mātauranga

35070

Te tau tohu o Te Kōhanga Reo

04D025

Te tūmomo whare

He kōhanga reo

Te raihana

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

25, kia tokowaru ki raro i te rua o ngā tau

Te tokomaha kei runga i te rārangi ingoa

16, tokowhā kei raro i te rua o ngā tau

Ngā hononga ā-iwi

Māori 14, Iwi kē 2

Te wā i te kōhanga reo te rōpū arotake

Poutū-te-rangi 2023

Te wā o tēnei pūrongo

9 Haratua 2023

Ngā pūrongo o mua a
Te Tari Arotake Mātauranga 

Arotake Mātauranga, Paenga-whāwhā 2018; Arotake Mātauranga, Paenga-whāwhā 2015; Arotake Mātauranga, Paenga-whāwhā 2012

1 Introduction

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.

2 Context

Te Kōhanga Reo o Te Whānau o Piopio sits below Te Marae o Mōkau Kohunui in the small rural community of Piopio, near Te Kuiti. The whānau and new kaimahi combine their collective skills to manage the kōhanga reo operations with positive outcomes for mokopuna

3 Evaluation Focus

How well do mokopuna demonstrate their understanding of whanaungatanga?

Mokopuna demonstrate their understanding of whanaungatanga through their interactions with others.

4 Findings

Mokopuna are immersed in whanaungatanga. Kaimahi model manaaki and aroha through a calm and gentle approach. They work with mokopuna in an unrushed manner. Mokopuna experience caring relationships and meaningful interactions with adults and their peers. Kaimahi provide opportunities for mokopuna to speak te reo Māori. They use strategies such as pepehā, mihimihi and waiata to embed mokopuna understanding of their connections and relationships with the local area. Older mokopuna are provided leadership roles and opportunities to lead formal parts of the learning programme. Kaimahi often praise mokopuna for their efforts and achievements. Mokopuna enjoy learning and play freely for periods of time during the day. They can easily access a range of resources. The outdoor area encourages mokopuna to interact and cooperate with each other. Because of the location of the kōhanga reo, mokopuna have daily access to natural resources such as their marae. Mokopuna appear happy, settled and enjoy the company of their peers. 

Planning is in place and aligns to Te Whāriki ā Te Kōhanga Reo. It is obvious that planning has a focus on mokopuna relationships with people, places and things. This includes annual, term and weekly plans that ensure the learning programme is purposeful. Learning goals are identified, and age-appropriate activities are implemented to achieve these. Mokopuna enjoy planned and purposeful activities.

The whānau manage the kōhanga reo in the best interest of the mokopuna. The Tūtohinga defines processes for whānau to manage the operations of the kōhanga reo. Whānau hui are regular and well attended, recorded and discussions are purposeful. Whānau meet monthly to discuss matters of interest and to make informed decisions. Core health, safety and personnel policies are current. A regular cycle for policy and procedure review is in place. Whānau have appropriate registers that document health and safety matters including emergency evacuation practices. The strategic plan includes the vision and aspirations of whānau. Strategic goals and priorities outline the future direction and development of the kōhanga reo. An action plan includes the monitoring of progress throughout the year. The annual plan identifies key areas of operations and when these must be attended too. Kaimahi individual employment agreements are clear and detailed. Job descriptions provide clarity of  kaimahi expected competencies.  Whānau utilise social media platforms to ensure whānau members are kept well informed. Mokopuna benefit from collaborative practices amongst the whānau

Key Next Steps

Mokopuna learning can be further enhanced through strengthening assessment and programme evaluation. Assessment methods are yet to capture mokopuna learning and progress over time. Its time for kaimahi to formalise and document discussions in order to raise the quality of the learning programme.  Mokopuna benefit when their future needs are carefully monitored and considered. 

5 Kōhanga Whānau Assurance on Legal Requirements

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.

Actions for Compliance

To meet compliance requirements they must: 

  • ensure Te Kōhanga Reo curriculum is informed by planning, implementation and evaluation that demonstrates an understanding of children’s learning, their interests, whānau and life contexts. [Regulations 43 Education (Early Childhood Services) Regulations 2008; C2 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

6 Recommendation

ERO and the Kōhanga reo whānau recommends whānau work alongside the district office for support with development of assessment and evaluation practices.

Rita Walker
Acting Toka-ā-Nuku – Director
Te Uepū ā-MotuMāori Review Services

9 May 2023

7 Information about the Kōhanga Reo

Location

Piopio, Waikato

Ministry of Education profile number

35070

Kōhanga Reo Identification Number

04D025

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 8 aged under 2

Service roll

16 children, including up to 4 aged under 2

Ethnic composition

Māori 14, Other 2

Review team on site

March 2023

Date of this report

9 May 2023

Most recent ERO report(s) 

Education Review, April 2018; Education Review, April 2015; Education Review, April 2012

Te Kōhanga Reo o Te Whānau o Piopio - 27/04/2018

1 Te Horopaki

Ko Mōkau Kohunui te marae
Ko Ngāti Waiora te hapū
Ko Ngāti Maniapoto te iwi.

E tū ana Te Kōhanga Reo o Te Whānau o Piopio ki te marae o Mōkau Kohunui i Piopio, ki Te Kūiti. Nō te marae o Mōkau Kohunui te whenua, ā, nō te whānau o te kōhanga reo te whare a Te Miro-a-Huiao. Ko tētahi tino whāinga matua a te whānau, ko te whakarato i tētahi taiao reo Māori e hāpai ana anō hoki i te ahurea, hei painga mō te whānau katoa.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e aro atu ki te reo Māori?

He pai te aro atu a ngā tamariki ki te reo Māori i a rātou e tākaro ana, e taunekeneke ana hoki ki te taha o ētahi atu.

Ngā Taumata Whakahirahira

E ako ana ngā tamariki ki tētahi taiao o te reo Māori. Ko te reo Māori tētahi kaupapa matua ki te whānau. Ka kōrero ngā kaimahi i te mita o Waikato i roto i te hōtaka akoranga. Ka whakatauira ngā kaumātua i ngā hanganga reo o ngā kaupapa ōkawa. Ka whakapuaki ngā kaimahi i ngā reo ake o ētahi atu iwi ki ngā tamariki. Ka whakamahi rātou i ngā tohutohu me ngā tauira reo e hāpai ana i te whakawhanaketanga reo o ngā tamariki. Ahakoa e ako tonu ana ētahi o ngā tamariki ki te whakapuaki i ō rātou whakaaro mā te reo Māori, ka taea e rātou ngā pātai a ngā kaimahi te whakautu. E puāwai haere ana ngā tamariki ki te ako i te reo Māori.

Ko te ako a ngā tamariki i ō rātou tuakiri tētahi āhuatanga motuhake. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te whakapuaki i ō rātou whakapapa me ō rātou pepeha i te hōtaka akoranga. Ka ārahi, ka akiaki, ka hāpai hoki rātou i ngā tamariki ki te ako i te reo e tika ana mō ngā kaupapa ōkawa, mā te whakamahi i ngā tohu ā-ringa, me te whakahua i te tīmatanga o ngā kupu kōrero. Ka whai wāhi atu ngā tamariki ki ngā kaupapa ōkawa ki te kōhanga reo me te marae kia rongo ai rātou i te reo Māori, ā, kia ako hoki rātou i ngā tikanga a ō rātou whānau, ō rātou hapū, me tō rātou iwi. Ka kitea te aronga toi whenuatanga o ngā tamariki.

E hāpaitia ana te ako a ngā tamariki ki ngā hononga e manaaki ana i a rātou. Ka whakamahere ngā kaimahi i ngā taumahi e whakatairanga ake ana i te noho ngātahi o te tuakana me te teina. Ka whakapuaki rātou i ngā kupu pērā i te aroha, te atawhai, te awhi, te manaaki, me te whakaute ki ngā tamariki, kia whanake ai te māramatanga ki ā rātou kawenga hei tuakana, hei teina. E ako ana ngā tuākana ki te whakatauira i te reo Māori me ngā tikanga i roto i ā rātou taunekeneke ki ngā pēpi, ngā tēina, me ētahi atu. Ka whakanuia e ngā kaimahi ngā whakamātau me te whai wāhi nui mai a ia tamaiti i roto i te hōtaka akoranga. He harikoa, he mauritau hoki ngā tamariki i roto i ā rātou taunekeneke ki ētahi atu.

He whai wāhitanga mō ngā tamariki ki te tūhura i tō rātou taiao ako. Ka akiaki ngā kaimahi i ngā tamariki ki te ako haere i te āhua o tō rātou taiao ako. Ka whakapuaki rātou i ngā kupu kōrero ki ngā tamariki mō tō rātou taiao, te hangarua, te noho haumaru i te wai, me ngā atua Māori. Ka whakamahi ngā kaimahi i ngā kupu hou i roto i te hōtaka akoranga, hei hāpai i ngā tamariki ki te whakapuaki i ō rātou ake whakaaro ki te whānuitanga o ngā tūmomo horopaki. Ka kitea ki ngā tamariki tuākana tō rātou ngākau titikaha ki te whakamahi i ngā kupu hou i a rātou whakawhiti whakaaro ana mō ā rātou akoranga. E tautokona ana ngā pēpi mā ngā waiata me tā rātou rongo i ngā kupu hou e pā ana ki ngā tūmomo horopaki. E tupu haere ana te ngākau titikaha o ngā tamariki ki te ako.

Te Whakamahere me te Aromātai

Ka whakaarohia ngā ngākau nuitanga me ngā matea o ngā tamariki i roto i te hōtaka akoranga. Ka whai ngā kaimahi i tētahi tukanga mārama e ārahi ana, e hāpai ana hoki i ngā mahi ki te whakamahere i te hōtaka. E whai hononga ana ki Te Whāriki, ā, ka tohu i ngā hononga ki ngā tūmomo huihuinga o te hapū me te iwi. Ka poipoi ngā kaimahi i ngā ngākau nuitanga, ngā matea, me ngā reanga o ngā tamariki, mā te whakarato i te tini me te whānui o ngā tūmomo rauemi ako. Kua whakaritea tētahi aronga ōpaki ki te aromātai i te hōtaka. Ka whakarerekē haere ngā kaimahi i te āhua o tā rātou whakapuaki i ngā akoranga, hei whakatutuki i ngā ngākau nuitanga o ngā tamariki, ā, ka whakapuakihia aua tūāhuatanga ki ā rātou hui o ia wiki.

Ka aroturukitia te ahu whakamua a ngā tamariki i roto i ngā akoranga. Ka whai ngā kaimahi i tētahi tukanga ki te whakaemi me te aroturuki i te whakawhanaketanga o ia tamaiti. Ka tātari hoki rātou i ngā mōhiohio, hei hāpai i a rātou ki te whakarerekē haere i te hōtaka akoranga i runga anō i tēnā e whai hua ai ki ngā tamariki.

Ko te kounga o ngā akoranga o ngā tamariki e ārahi ana i ngā mahi whakahaere a te whānau. Kua whakaritea e te whānau ngā tukanga e aroturuki ana, e whakapūmau ana, ā, e whakahou ake ana anō hoki i ngā whakahaeretanga katoa o te kōhanga reo. He pai te tatauranga o ngā tūnga kaimahi ki te whakatutuki i ngā matea o ngā tamariki. He pai anō hoki te whakahaeretanga o ngā whakaritenga o te kōhanga reo.

E hāpai ana te whakamahere rautaki i ngā mahi a te whānau ki te tāutu i ngā kaupapa matua ā-tau e kōkiri whakamua ai tā rātou ahunga.

Ngā Whakaritenga Matua ka Whai Ake

Me whakatinana ngā kaimahi i tētahi aronga ōkawa ki te aromātai i te hōtaka. Ka hāpai tēnei i te whakapaitanga ake o ā rātou whakaritenga.

Ko ngā mahi aromatawai a ngā kaimahi tētahi āhuatanga hei whakapai ake. Me nahanaha ake te aronga ki te waenga i te aromatawai me te whakapuakitanga, hei whakapai ake i te kounga o ngā akoranga a 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:

  • toro atu ngā kaimahi ki te tautoko e tika ana ki te whakatairanga ake i te kounga o ngā akoranga a ngā tamariki i tāutuhia ai ki tēnei pūrongo.

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 Whānau o Piopio i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

27 Paengawhāwhā, 2018

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Piopio, ki Te Kūiti

Te tau a te Tāhuhu o te Mātauranga

35070

Te tau tohu o Te Kōhanga Reo

04D025

Te tūmomo raihana

He kōhanga reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

25, kia tokowaru ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

17, tokotoru kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 9

Tama 8

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

5 - 6 Poutū-te-rangi 2018

Te wā o tēnei pūrongo

27 Paengawhāwhā, 2018

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Paenga-whāwhā 2015

Paenga-whāwhā 2012

Whiringa-ā-rangi 2008

1 Context

Ko Mōkau Kohunui te marae
Ko Ngāti Waiora te hapū.
Ko Ngāti Maniapoto te iwi.

Te Kōhanga Reo o Te Whānau o Piopio is situated on Mōkau Kohunui Marae in Piopio, Te Kuiti. The whenua belongs to the Mōkau Kohunui Marae Trustees and the whare, Te Miro-a-Huiao, belongs to the kōhanga reo whānau. The whānau focus is a language environment for children, parents and the wider community.

2 The Evaluation Findings

How well do children respond to te reo Māori?

Children respond well to te reo Māori as they play and interact with others.

Ngā Taumata Whakahirahira

Children language learning is a priority. Kaimahi speak Waikato dialect in the learning programme. Kaumātua model language structures for formal occasions. Kaimahi expose children to iwi specific languages. They use instructions and directions language patterns to support children’s development. Although some children are still learning to express themselves in Māori they can answer kaimahi questions. Children are early learners of te reo Māori.

Children’s knowing their identity is important. Kaimahi provide children with opportunities to share whakapapa and pepeha in the learning programme. They guide, prompt and support children to learn the correct language for formal activities by using hand signs and beginning sounds of words. Children participate in formal situations in the kōhanga reo and marae to hear te reo Māori and learn tikanga specific to their whānau, hapū and iwi. Children have a sense of belonging.

Children are learning to develop positively relationships with their peers and others. Kaimahi plan activities that promote tuakana teina relationships. They introduce children to words of love, care, awhi, manaaki respect to develop an understanding of their responsibilities as tuakana teina. Tuākana are learning to model using te reo Māori and practices through their interactions with babies, teina or others. Kaimahi acknowledge individuals for their efforts in the learning programme. Children are happy and secure in their interactions with others.

Children have opportunities to explore their learning environment. Kaimahi provide activities to encourage children to familiarise themselves with their physical learning environment. They provide children with vocabulary about their physical environment, recycling, water safety and ngā atua Māori. Kaimahi use the new words to in the learning programme to help children express themselves in different situations. Older children show they are confident to use new words to communicate their learning. Babies are supported through waiata and exposure to hear new words related to different settings. Children are growing as confident learners.

Planning and Evaluation

Children’s interests and needs are catered for in the learning programme. Kaimahi follow a clear process to guide and support programme planning. It is linked to Te Whāriki and reflects connections to hapū and iwi events. Kaimahi cater for children’s interests, needs and ages providing variety and a range of learning resources. An informal approach to programme evaluation is in place. Kamahi make changes in their delivery to respond to children’s interests. There are opportunities for them to discuss and share changes at their weekly hui.

Children’s progress in learning is monitored. Kaimahi follow a process to gather and monitor individual development. They analyse information help them make changes to the learning programme based on what is important for children. Children’s quality of learning guides whānau management practices.

Children’s quality of learning guides whānau management practices. The whānau have implemented clear processes to support daily operations. An annual plan guides whānau to meet operational deadlines. Ongoing monitoring, reviewing and updating charter policies to discussed regularly related to personnel documentation to fulfil legislative requirements and appraisal. Kaimahi reports about children’s learning help inform whānau decision making. Children’s holistic development is a priority.

Whānau future goals and priorities guides strategic planning. Priorities are aligned to children’s quality of learning including kaimahi and resourcing, and whānau development about the kaupapa of kōhanga reo. Processes are in place to monitor progress of achievement related to whānau goals.

Key Next Steps

Although kaimahi plan children learning programme, regularly discuss how to improve the quality of delivery and gather assessment about individual’s progress further development is needed. Kaimahi knowledge about linking all parts of the learning programme will enhance the quality of children’s learning.

Internal evaluation is developing. Whānau regularly review aspects of the kaupapa in the kōhanga reo. However there is a need to develop and implement internal evaluation practices to strengthen strategic planning focussed on outcomes for 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:

  • that whānau and kaimahi seek appropriate support to strengthen internal evaluation to inform the quality of children’s learning.

When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo o Te Whānau o Piopio will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

27 April 2018

Information about the Kōhanga Reo

Location

Piopio, Te Kuiti

Ministry of Education profile number

35070

Kōhanga Reo Identification Number

04D025

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 8 aged under 2

Kōhanga Reo roll

17 children, including up to 3 aged under 2

Gender composition

Girls 9

Boys 8

Ethnic composition

Māori

100%

Review team on site

5 - 6 March 2018

Date of this report

27 April 2018

Most recent ERO report(s)

Education Review

Education Review

Education Review

April 2015

April 2012

November 2008

Te Kōhanga Reo o Te Whānau o Piopio - 14/04/2015

Te Aromātai

E tū ana Te Whānau Kōhanga Reo o Piopio ki te hapori iti, te hapori taiwhenua hoki o Piopio. Ka kitea te māia, te harikoa hoki o ngā tamariki ki te taiao o tō rātou kōhanga reo. Ka ako rātou ki tētahi taiao e manaaki ana i a rātou. Ko tō rātou waiora, ō rātou ngākau nuitanga hoki, kei te pūtake o ngā mahi whakahaere a te whānau.

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Whānau Kōhanga Reo o Piopio i roto i te toru o ngā tau.

1 Te Horopaki

Ko Mōkau Kohunui te marae

Ko Ngāti Waiora te hapū

Ko Ngāti Maniapoto te iwi

E tū ana Te Whānau Kōhanga Reo o Piopio ki raro i te marae o Mōkau Kohunui, ki te hapori iti, hapori taiwhenua hoki o Piopio, e pā tata atu ana i Te Kūiti. Ko ngā akoranga o Ngāti Maniapoto tētahi āhuatanga nui ki te whānau, ā, e pou here ana tēnei i te hōtaka akoranga. Kei te taha o te kōhanga reo, ko tētahi whare karakia me tētahi whare hapori, ā, e whakamahia ana hoki i ētahi wā hei wāhi ako.

He pai ngā pūrongo o mua a Te Tari Arotake Mātauranga mō te kōhanga reo. I tāutu te arotake o mua a Te Tari Arotake Mātauranga i ētahi āhuatanga pakari, tae atu ki te whai wāhi mai o ngā kaumātua, te whakawhanaketanga o te reo Māori o ngā tamariki, me ētahi āhuatanga o te hōtaka akoranga o ngā tamariki. Ko te whai wāhi a te whānau, te whakamahere rautaki, me te whakamahere kaupapa ētahi atu āhuatanga pakari i tāutuhia ai.

2 Ngā Whakaaturanga o te Arotake

He pēhea rawa te kite i te māia o ngā tamariki ki te ako?

Ka kitea te māia o ngā tamariki ki te ako me te harikoa hoki ki te taiao o tō rātou kōhanga reo.

Ngā Taumata Whakahirahira

He pārekareka ki ngā tamariki te hōtaka akoranga. He pai te mahi ā-rōpū a ngā kaimahi, ā, ka whakatutuki rātou i ō rātou tūranga, ā rātou kawenga mahi i ngā wā katoa. He wāteatea, he muramura, he karakara hoki te taiao ako. Ka whakapau kaha ngā kaimahi me te whānau ki te ako ki te taha o ngā tamariki i ngā wā whakatau, ngā karakia, ngā hīmene, ngā waiata, me ngā mihimihi. Ka tino tautokona ngā pēpi, ā, ka whai wāhi nui hoki rātou ki te hōtaka.

Ka whai wāhi ngā tamariki ki ngā wheako o te ao Māori e whakakoia ana i a rātou anō, i tō rātou tūrangawaewae hoki. Haereere ai rātou i ia te wā ki te marae me te whai wāhi hoki ki ngā kaupapa o te hapori. Ka rongo rātou i ngā kōrero tuku iho e pā ana ki tō rātou hapū me tō rātou iwi. Ka tūhonohono ngā tamariki ki ngā tāngata me ngā wāhi mā te whānuitanga o ngā tūmomo taumahi.

He ngāwari te rere o ngā whakawhitinga a ngā tamariki. Ko ngā mahinga, pērā i te wā kai, te wā whakahoahoa anō hoki, ā, ka taunekeneke ngā tamariki ki waenga i a rātou anō. Ka whai wāhi ngā tamariki ki ngā akoranga mō ngā wā roa.

Ka ako ngā tamariki ki tētahi taiao e manaaki ana, e poipoi ana hoki i a rātou, ā, e mau nei i ngā uaratanga o te aroha, te manaakitanga, me te tiaki. Ka āta kitea te whanaungatanga ki waenga i ngā tamariki me ngā kaimahi. Ka kitea hoki te atawhai, te whakaaro nui hoki o ngā tuākana mō ō rātou tēina. He tau ngā tamariki, ā, ka wheako rātou i te pai o ngā hononga me ngā taunekeneke e whai pūtake ana. He pai te taunekeneke a ngā tamariki ki waenga i a rātou anō, ki ngā kaimahi hoki.

Kei te tupu haere te māia, te āheinga hoki o ngā tamariki ki te whakamahi i te reo Māori i ngā wheako akoranga ōkawa. Taki ai rātou i ngā karakia, ngā mihimihi, me ngā pepeha i ia rā. Haere ai ngā kaumātua ki te kōhanga reo i ia te wā, ā, ka whakapuaki rātou i ngā kōrero tuku iho ki ngā tamariki me te whānau. Ka rongo ngā tamariki i ngā tauira papai o te reo Māori.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore ngā kaimahi me te whānau e āta kapo atu ana i ngā whai wāhitanga katoa ki te kōrerorero mā te reo Māori ki ngā tamariki. I ētahi wā, ka whakamahi kē ngā pākeke i te reo Pākehā, ā, e mōhio ana te whānau, e tika ana kia whakapiki ake rātou i tō rātou āheinga ki te whakamahi i te reo Māori.

Te Whakamahere me te Aromātai

He tau ngā pūnaha, ngā tukanga hoki ā te whānau, hei ārahi i te tino whakahaeretanga o te kōhanga reo. E hāngai ana te tūtohinga ki te rā, ā, e mau ana hoki i ngā kaupapa here me ngā tukanga, me ngā mahere o te wā roa me te wā poto. Kei te whānau tētahi mahere rautaki i āta whakatakotohia ai. Ka arotahi tā rātou whāinga ki te whakarato i te maha o ngā rauemi ki tētahi taiao whakaongaonga, haumaru hoki mō ngā tamariki.

Kua whakaritea te arotake whaiaro, tae atu ki te aroturuki i te ako me te manaaki o ngā tamariki. Ka whai kiko te mahere ā-tau, ā, ka whakarato i ngā wātaka mō te aroturuki me te arotake o ngā taumahi katoa a te whānau. E hāpai ana ngā pūnaha hauora, haumaru hoki i te noho haumaru o ngā tamariki, ngā kaimahi, me te whānau i a rātou e mahi ana, e tākaro ana hoki ki te kōhanga reo. ko te waiora me te whakawhanaketanga o ngā tamariki kei te pūtake o ngā whakaritenga me ngā whakataunga a te whānau.

He pai te whakapuaki kōrero a te whānau mō te tautoko me te atawhai ka pā ki a rātou, mā tā rātou whai wāhi atu ki te kōhanga reo. He aronga nui ki te whakapakari i te reo Māori, me te hāpai i te māramatanga o te whānau ki te kaupapa o te kōhanga reo me Te Whāriki. Ka tino hāpai te whānau i ngā kaimahi. Ka whai hua ngā tamariki nā te whakaaro nui o te whānau ki tō rātou waiora, ā rātou akoranga hoki.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore te ahunga whakamua a ngā tamariki e āta whakatakotohia ana, ā, kāhore ā rātou wheako akoranga e aromātaihia ana i ia te wā. Ahakoa ka hui ngā kaimahi i ia te wā, he iti noa te aromātai i te hōtaka akoranga a ngā tamariki. Kāhore i te rawaka te kiko i roto i ngā mahi aromatawai, tae atu ki tēnā e ākona ana e ngā tamariki. Kia whakarerekē ngā kaimahi i ā rātou mahi aromatawai, ā rātou mahi aromātai, ka tino pai ake ngā putanga ako a ngā tamariki.

3 Te Whakataunga a te Kōhanga Reo ki ngā Wāhanga Tautukunga

I te wā o te arotake, 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

E taunaki ana Te Tari Arotake Mātauranga kia whakawhānui te whānau me ngā kaimahi i ā whakaritenga e pā ana ki te aromatawai i te ahunga whakamua a ngā tamariki, tae atu ki ō rātou ngākau nuitanga, ō rātou pūmanawa anō hoki, me te aromātai i ia te wā i te hōtaka akoranga o ia rā, hei tāutu i ngā whakapaitanga ake mā ngā tamariki.

Te Whakarāpopototanga

E tū ana Te Whānau Kōhanga Reo o Piopio ki te hapori iti, te hapori taiwhenua hoki o Piopio. Ka kitea te māia, te harikoa hoki o ngā tamariki ki te taiao o tō rātou kōhanga reo. Ka ako rātou ki tētahi taiao e manaaki ana i a rātou. Ko tō rātou waiora, ō rātou ngākau nuitanga hoki, kei te pūtake o ngā mahi whakahaere a te whānau.

Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te kōhanga reo?

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Whānau Kōhanga Reo o Piopioi roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

14 Paenga-whāwhā, 2015

Evaluation

E tū ana Te Whānau Kōhanga Reo o Piopio ki te hapori iti, te hapori taiwhenua hoki o Piopio. Ka kitea te māia, te harikoa hoki o ngā tamariki ki te taiao o tō rātou kōhanga reo. Ka ako rātou ki tētahi taiao e manaaki ana i a rātou. Ko tō rātou waiora, ō rātou ngākau nuitanga hoki, kei te pūtake o ngā mahi whakahaere a te whānau.

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Whānau Kōhanga Reo o Piopio i roto i te toru o ngā tau.

1 Context

Ko Mokau Kohunui te marae

Ko Ngāti Waiora te hapū

Ko Ngāti Maniapoto te iwi

Te Whānau Kōhanga Reo o Piopio sits below Mōkau Kohunui Marae in the small rural community of Piopio, near Te Kuiti. Learning about Ngāti Maniapoto is important to whānau and underpins the learning programme. A local church and community facility is alongside the kōhanga reo and is used as another learning space from time to time.

The kōhanga reo has had a good ERO reporting history. The previous ERO review identified areas of strength including the presence of kaumātua, children’s te reo Māori development and aspects of the children’s learning programme. Whānau participation, strategic planning and kaupapa planning were other identifiable strengths.

2 The Review Findings

How well do children show they are confident learners?

Children show that they are confident in their learning and happy in their kōhanga reo environment.

Ngā Taumata Whakahirahira

Children enjoy the learning programme. Kaimahi work well as a team and consistently fulfil their roles and responsibilities. The learning environment is spacious, bright and colourful. Kaimahi and whānau use every opportunity to learn with children during whakatau, karakia, hīmene, waiata, and mihimihi. Babies are well supported and included in the programme.

Children participate in te ao Māori experiences that affirm who they are and where they are from. They often visit the local marae and participate in community events. They hear stories about their hapū and iwi. Children make connections to people and places through a variety of activities.

Children’s transitions are smooth and unrushed. Routines, such as kai time, are positive social learning times where children can interact together. Children can engage in learning for a sustained period of time.

Children learn in a caring and nurturing environment which reflects aroha, manaakitanga and tiaki. Whanaungatanga is clearly evident among children and kaimahi. Tuakana show care and concern for their teina. Children are settled and experience meaningful and positive relationships and interactions. Children interact well with each other and kaimahi.

Children use te reo Māori with growing confidence and ability in formal learning experiences. They recite karakia, mihimihi and pepeha daily. Local kaumātua regularly visit the kōhanga reo and share stories with children and whānau. Children are exposed to good models of te reo Māori.

Key Next Steps

Kaimahi and whānau do not utilise all opportunities to use conversational te reo Māori with children. At times adults use English and whānau recognise the need to increase their capability to use te reo Māori.

Planning and Evaluation

Whānau have sound systems and processes in place to guide the effective management of the kōhanga reo. The charter is up to date and contains policies and procedures and long and short term planning. The whānau strategic plan is clearly articulated. Their goal is focused on “providing a well resourced, stimulating and safe environment for children.”

Self review including the monitoring of learning and care for children are in place. The annual plan is detailed and provides timeframes for the monitoring and review of all whānau activities. Health and safety systems help to safeguard children, kaimahi and whānau as they work and play in the kōhanga reo. Children’s wellbeing and development is central to whānau planning and decision-making.

Whānau speak positively about the support and care that they receive through their involvement in the kōhanga reo. There is a strong focus on strengthening te reo Māori and helping whānau understand the kaupapa of Kōhanga Reo and Te Whāriki. Whānau provide valuable support to kaimahi. Children benefit from the commitment of whānau to their wellbeing and learning.

Key Next Steps

Children’s progress is not clearly documented and their learning experiences are not regularly evaluated. Although kaimahi meet frequently there is limited evaluation of the children’s learning programme. Assessment practices lack important details including what children are learning. Children’s learning outcomes will significantly improve when kaimahi adjust their assessment and evaluation practices.

3 Whānau Management Assurance on Compliance Areas

During the review, 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 recommends the whānau and kaimahi extend their practices for assessing children’s progress including their interests and strengths and regularly evaluate the daily learning programme to identify improvements for children.

Conclusion

Te Whānau Kōhanga Reo o Piopio is in the small rural community of Piopio. Children show that they are confident and happy in their kōhanga reo environment. They learn in a caring environment. Their wellbeing and interests are at the forefront of whānau management.

When is ERO likely to review the kōhanga reo again?

The next ERO review of Te Whānau Kōhanga Reo o Piopio will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

14 April 2015

Information about the Kōhanga Reo

Location

Waikato

Ministry of Education profile number

35070

Kōhanga Reo Identification Number

04D025

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

33 children, including up to 8 aged under 2

Kōhanga Reo roll

20 children, including up to 5 aged under 2

Gender composition

Girls 12

Boys 8

Ethnic composition

Māori 20

Review team on site

February 2015

Date of this report

14 April 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

April 2012

November 2008

April 2004