Te Kōhanga Reo o Tūmanako Rāwhiti - 19/05/2008

1. Te Aromātai a te Tari Arotake Mātauranga

He kōhanga noho tāone Te Kōhanga Reo O Tūmanako Rāwhiti, ā, kei te takiwā o Clifton i Waihōpai. E pūmau ana te whānau ki te kaupapa o te kōhanga reo, ā, ka taea e ngā mātua me ngā tamariki te pūāwai i roto i te toi whenuatanga me te whanaungatanga. E rata ana ngā tamariki ki te kōhanga. E arotahi ana te whānau ki te whakarato i ngā whai wāhitanga whakamere ki ngā tamariki i roto i te taiao mahana, te taiao tau hoki o te kōhanga.

I kōwhiria e te whānau ko Mana Whenua hei kaupapa arotahi mō tēnei arotake. Nō ngā hau e whā ngā whānau me ngā tamariki o tēnei kōhanga. Heoi anō, he nui tonu ngā whai wāhitanga mā ngā tamariki ki te ako i a Mana Whenua i roto i te hāpori ahuwhenua, taha moana hoki o Murihiku. Ka ako rātou i ngā tikanga, ngā kōrero tuku iho me ngā hītori o Ngai Tahu me Ngāti Māmoe.

Ka takina e ngā tamariki o rātou pepeha, whakapapa, karakia hoki. He tino wāhanga tō ngā waiata me ngā waiata ā-ringa i roto i te hōtaka akoranga. He mea puta mai ngā akoranga i ngā momo kaupapa. He maha ngā whai wāhitanga mā ngā tamariki ki te tuhura me te mahi me ngā taonga o Papatūānuku me te whānui hoki o ngā rauemi me ngā taputapu. He ākonga māia, he ākonga kaikā hoki ngā tamariki.

He pai te whakamahere me te whakatinana i te hōtaka akoranga. He mea nui hoki te whai wāhitanga o ngā kuia me nga koroua. He pou arataki rātou ki te whakaako me te ārahi i ngā kaimahi, ngā tamariki me ngā mātua ki te ako i a Mana Whenua me tēna, me tēna o ngā taumata whakahirahira. Ka ako, ka whakaūngia ngā ariā matua a ngā wā e tika ana. He takatika ngā taunekeneke me ngā whanaungatanaga. Ka atawhai, ka hāpai ngā pakeke i ngā tamariki katoa. Ka whai wāhi ngā mātua ki roto i te hōtaka akoranga i ia wā me te whakatutuki hoki i o rātou kawenga ake. He pai te rere o ngā mahi, ā, he takatika hoki te hāpai o ngā whakahaeretanga i te hōtaka me ngā mahi o ia rā.

Kei reira tētahi rōpū o ngā mema o te whānau e whakahaere tōtika ana i te kōhanga. E whakawhirinaki ana, ā, e whakapono ana te whānau whānui o te kōhanga ka taea e te rōpū nei te whakatutuki i ngā tūranga me ngā kawenga matua hei whakahaere i te kōhanga. He pai te taetae atu o ngā mātua ki ngā hui ā-whānau, he pai hoki te tuhi i ngā kōrero ka puta i ngā hui. He pai te aro turuki i ngā whakahaeretanga pūtea. Kua whakaritea e te kōhanga ētahi kōtuinga i waenganui i ētahi o ngā ratonga me ngā rōpū tautoko o te hāpori. Ko te mutunga mai, he mātātoa te hāpai me te tautoko i ngā whakawhanaketanga me ngā whakapaitanga i te kōhanga.

Kei te pūāwai tonu ngā mahi a ngā kaimahi ki te aro matawai me te aro turuki i te ako o ngā tamariki. Ko tētahi āhuatanga o ngā mahi aro matawai ko te tuku ōpaki ki ngā mātua me te whānau ngā kōrero e pā ana ki te ako me te ahu whakamua o ngā tamariki. He wāhi tēnei hei whakawhanake tonu. He takarepa hoki te aro mātai i te hōtaka. Kāore e taea e ngā kaimahi te huaina i te tōtika o te hōtaka akoranga me te kaha o tēnei ki te whakatutuki i ngā matea o ngā tamariki takitahi me ngā rōpū a pakeke. Me whakarite hoki tētahi rautaki e hāngai pū ana ki te reo Māori. Ka kōrero noa ngā tamariki me ngā mema o te whānau i te reo Pākehā i te kōhanga. E whakapōnānā ana tēnei āhuatanga i ngā kaimahi e kaha ana ki te poipoi me te whāngai i te reo Māori kia rātou.

Ngā Mahi ā Meake Nei

E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga hei wāhanga o te huringa arotake o te wā.

2. Ngā Kaupapa Motuhake o te Arotake

Te Arotahi o te Arotake

I mua o te arotake, i īnoitia te whānau o Te Kōhanga Reo o Tūmanako Rāwhiti kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake, ā, kia whakamahia ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga.

Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitiwhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga me te whānau. I arotahi tēnei whakawhitiwhitinga ki ngā kōrero i te pupuritia e te kōhanga (tāpiri atu ki ngā kōrero arotake whaiaro) ā, me te whānui atu o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki o Te Kōhanga Reo o Tūmanako Rāwhiti.

I whakaritea e te whānau ko tāna kaupapa arotahi ko:

  • Mana Whenua

Ko te katoa o ngā arotake matauranga ā te Tari Arotake Mātauranga i roto o ngā kōhanga reo e arotahi ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga, kei roto i tēnei ko te kounga o te:

  • whakamāherehere rautaki me te arotake whaiaro ā te whānau; me te
  • whakamāherehere hōtaka, te aro matawai me te aromātai.

Ko ngā kitenga ā te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.

3. Ngā Whakaaturanga

Mana Whenua

He whakamārama

He pai te mōhio o tēnā, o tēnā o ngā mema o te whānau me ngā tamariki o te kōhanga ki a rātou anō. He takatika hoki a rātou taunekeneke. E rata ana ngā tamariki ki te kōhanga. Ko tētahi āhuatanga matua o te ako o ngā tamariki ko te āwhina i a rātou ki te kite me te whakamaioha i ngā rerekētanga o ngā wā o neherā, ki nāianei. He whāinga matua ki te whānau te whakawhanake i te toi whenuatanga me te tuakiri o te tamaiti.

Ngā wāhanga e pai ana te whakahaere

Te taiao akoranga. He āhuru, he nui hoki ngā rauemi kei te taiao akoranga hei tākaro, hei mahinga hoki mā ngā tamariki. He rite te kōhanga ki tētahi kāinga āhuru. He māmā te whakawhiti o ngā tamariki ki te wāhi o waho. Kua whakaritea e ngā kaimahi he wāhi akoranga mā ngā tamariki ki reira ka taea te whakawhiti kōrero me te mahi pērā i te mahi māra, te whakapaipai me te tiaki i a Papatūānuku me te mahi tā rīwai. He māia, he harikoa hoki ngā tamariki i roto i tō rātou taiao akoranga.

Te hōtaka akoranga. E whakarato ana te hōtaka i te whānui o ngā wheako akoranga ki ngā tamariki. E hāngai ana ēnei ki ngā matea ā-rōpū pakeke, ngā whai wāhitanga me ngā āheinga o ngā tamariki. He pai te rere me te taurite o te hōtaka ki te tuku i ngā mahi ōpaki me ngā mahi ōkawa. Ka taea e ngā tamariki te kōwhiri i ngā mahi e hiahia ana rātou te mahi. Ka kōrero noa rātou ki ngā kaimahi me o rātou hoa e pā ana ki ā rātou mahi me ā rātou tākaro. He puku mahi ngā kaimahi me ngā mema o te whānau ki te whakatutuki i ngā matea akoranga me ngā matea whanaketanga o ia tamaiti. He puna mātauranga ngā kaumātua i te kaupapa o te kōhanga reo, te reo me ngā tikanga a te Māori. He whāinga matua te ako me te whanaketanga o ngā tamariki.

Whanaungatanga. Kei te ako ngā tamariki i ngā wāriu matua e pā ana ki te tiaki me te whakaute i o rātou hoa, i a ia anō hoki. He takatika ngā taunekeneke me ngā whakawhitinga i waenganui i ngā tamariki. Kei reira ngā tino tauira hei hāpai i ngā tamariki ki te whakawhanake i ngā āhuatanga o te tuakana me te teina i a rātou e tākaro ana, e mahi ana. He rite tonu te āwhina me te whai wāhi a te whānau me ngā kaumātua i roto i te hōtaka akoranga. He ratarata ngā tamariki. Kei te ako ngā tamariki ki te whanaungatanga mai i ngā mahi whai tikanga.

Ngā uara, ngā whakapono me ngā tikanga a te Māori. Kei te ako ngā tamariki i ngā whanonga tika, me ngā pukenga whakaratarata i a rātou i te kōhanga. He mārama ngā tumanakohanga a ngā kaumātua, te whānau me ngā kaimahi e pā ana ki ngā tikanga tae atu ana ki ngā mahi hauora me te waiora. Ka whai wāhi ngā tamariki i roto i ngā mahi manaaki manuhiri, te karakia, te noho tahi hei tuakana, hei teina hoki, me te tauneke me te whakawhitiwhiti me ētahi atu. Ka ako rātou i ngā tikanga me ngā whanonga tika e pā ana ki te noho ki te tēpu, te haere mā runga waka, me ngā take haumaru o ēnei mahi. Ka akiaki te kuia me te koroua i ngā tamariki me ngā mema o te whānau ki te whakamaioha me te whakanui i ngā tikanga Māori i roto i ā rātou mahi i te kōhanga.

Ngā wāhanga hei whakapai ake

Ngā matea akoranga kua tāutuhia. Kua tāutuhia ngā tamariki kei a rātou ngā matea akoranga tauwhāiti e pā ana ki te reo Māori. Me whakarite i tētahi mahere hei ārahi i ngā kaimahi ki te whakatutuki i ngā matea me ngā ngākaunuitanga o ngā tamariki, tae atu ana ki ngā mahi e rata ana ki a rātou me ngā mahi ka taea e rātou. He mea nui hoki kia kaha tonu te whānau me ngā kaimahi ki te whakarite i tētahi taiao rūmaki kia rangona ai te reo Māori i ia rā, i ia rā. E whakapōnānā ana te whanaketanga o te reo o ngā tamariki i te kaha o te kōrero Pākehā i te kōhanga.

Te Whakamāherehere me te Aromātai

He whakamārama

I roto i ngā Arotake Mātauranga katoa, ka aro te Tari Arotake Mātauranga ki te kounga o ngā mahi arotake a roto o te whānau, te whakamahere rautaki, te whakamahere hōtaka, te aro matawai me te aro mātai. E hāngai ana tēnei wāhanga o te pūrongo ki ngā putanga matua me ngā āhuatanga hei whakapaitanga ake.

Ngā wāhanga e pai ana te whakahaere

Te anga whakamahere kaupapa. Kei ngā kaimahi tētahi anga whakamahere kaupapa mārama, whānui hoki hei ārahi i a rātou ki te whakawhanake i te hōtaka. He rite tonu te tautoko a te kaupapa kaimahi i ngā kaimahi o te kōhanga ki te whakamahere me te whakatinana i te hōtaka. E arotahi ana ngā kaimahi ki te whakapiki ake i o rātou mōhiotanga me tō rātou māramatanga ki Te Whāriki me tōna whakatinanatanga. Kei ngā kaimahi he mahere ā-tau, ā-marama, ā-wiki, ā-rangi hoki. E hāngai ana ēnei ki ngā taumata whakahirahira, ngā atua Māori me ngā āhuatanga matua e pā ana ki te tipu o te tamaiti. He mārama ngā putanga akoranga o ngā kaupapa matua me ngā kaupapa iti, ā, kei ngā mahinga anō ngā whāinga mō ia rōpū pakeke. Kei te whakawhanake me te whakapakari te whānau i o rātou kaha ki te whakamahere i ngā hōtaka akoranga e tika ana mō a rātou tamariki.

Te aro matawai. Kei te puāwai tonu ngā mahi a ngā kaimahi ki te aromatawai i te ako me te tipu o ngā tamariki. He rite tonu tā rātou tuku kōrero ki ngā mātua me ngā mema o te whānau e pā ana ki a rātou tamariki. Ka whakarite pūrongo ngā kaimahi i runga i ngā kaupapa ako whakaharahara mai i te anga whakamahere. Kei te whakawhanake ngā kaimahi i ngā rautaki māmā mō te aro turuki me te aro matawai i te ahu whakamua o ngā tamariki.

Te whakahaere a te whānau. He tōtika te whakahaere i te kōhanga. E whakawhirinaki ana, ā, e whakapono ana te whānau whānui o te kōhanga ka taea e te rōpū whakahere te whakatutuki i ngā mahi whakahaere i te kōhanga. He pai te whakamōhio atu a tēnei rōpū ki te whānau whānui, ā, e harikoa ana te whānau ki ngā pūnaha me ngā mahi whakahaere. E hāpai ana ēnei mahi i ngā whakawhanaketanga mō te wā roa me te wā poto. He pai te taetae atu o ngā mātua ki ngā hui a whānau, he pai hoki te tuhi i ngā kōrero ka puta i ngā hui. He mārama te huarahi e pā ana ki te arotake i ngā mahi o te kōhanga me ngā tukanga whakatau kaupapa. He tauira pai te kaiako me te kaipupuri i te raihana hei ārahi i ngā mema o te whānau e ako tonu ana ki roto i te kaupapa o te kōhanga. E whakarato ana te whānau i tētahi taiao akoranga kua pai te whakariterite ki ā rātou tamariki.

Te whakamahere rautaki. He mārama, he māmā hoki te whakahaere a te mahere rautaki o te whānau hei ārahi i ngā whakawhanaketanga a mea ake nei o te kōhanga. Kei roto i ngā whakamahere nei ko ngā whāinga mō te wā roa me te wā poto kua tāutuhia, ngā whāinga tauwhāiti, kua kawenga kua tohaina, ngā wātaka me ngā whakaratonga pūtea. E kite ana i roto i ngā miniti a te whānau ētahi mahi aro turuki me te aro take i ngā whāinga rautaki me te ahu whakamuatanga ki te tutuki i ēnei whāinga. E ārahi ana ngā matea me ngā ngākaunuitanga ā-akoranga, ā-whanaketanga hoki o ngā tamariki i ngā mahi whakatau kaupapa me te whakamahere a mea ake nei mō te kōhanga.

Te whakawhanake ngaiotanga. E mahi tahi ana te kaupapa kaimahi, te whānau me ngā kaimahi ki te whakapakari ake tō ratou mōhio me te māramatanga ki Te Whāriki.

He pai te whakahere me te taetae atu o ngā hunga ki ngā hōtaka whakangungu. He māia ngā kaimahi ki te whakamahi i Te Whāriki. E mārama ana te aro tahi a te whānau ki te tautoko i te whanaketanga o ngā kaimahi kia whai hua ai ngā tamariki mai i ngā mahi whakamahere me te whakatinana i te hōtaka.

Ngā wāhanga hei whakapai ake

Te aromatawai i te ako me te ahu whakamua o ngā tamariki. Kei te pūāwai tonu ngā mahi aro matawai. Kāore i te mārama te hono o ngā mahi aro matawai ki ngā putanga akoranga. Nō reira kāore i te rahi ngā kōrero a ngā kaimahi hei ārahi i a rātou ki te whakamahere i te huarahi e pā ana ki te ako me te whanaketanga o ngā tamariki. Me tahuri ngā kaimahi ki ngā whakangungu hei hāpai i a rātou ki te aro matawai me te pūrongo i te ako me te ahu whakamua o ngā tamariki mā ngā mahi whakamere,whai hua hoki.

Te aro mātai i te hōtaka akoranga.Kāore i ngā kaimahi tētahi pūnaha mō te aro mātai i te tōtika o te hōtaka akoranga. He mea ōpaki, he mea āpiti noa iho hoki ngā whakawhitinga kōrero e pā ana ki te hōtaka. Kāore e taea e ngā kaimahi te huaina i te kaha o te hōtaka akoranga ki te whakatutuki i ngā matea me ngā ngākaunuitanga takitahi o ngā tamariki.

4. Ngā Kupu Tūturu ā te Whānau Whakahaere mō ngā Wāhanga Tautukunga

Te Tirohanga Whānui

I mua o te arotake, i whakakiia e te whānau me ngā kaimahi o Te Kōhanga Reo o Tūmanako Rāwhiti, tētahi Tauāki Kupu Tūturu a te Whānau o te Kōhanga me tētahi Rārangi Tātari Whaiaro. 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:

  • ngā whakahaerenga ā te whānau;
  • te hauora, te waiora me te whai oranga;
  • ngā whakahaerenga kaimahi;
  • ngā whakahaerenga pūtea me ngā whakahaerenga rawa.

I te wā o te arotake, i whakamātauhia e te Tari Arotake Matauranga 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);
  • te haumaru ā-tinana (tāpiri atu ko te whakatau tamariki; ko ngā whakaritenga whakamoe, tiaki tamariki; ko ngā aituā me te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho);
  • ngā tohu mātauranga me ngā whakaritenga kaimahi; me
  • ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

Kihai ngā tirohanga a te Tari Arotake Mātauranga i tāutu ai i ētahi wāhanga kāhore e whakatutuki ana i ngā hanganga ture.

5. Ngā Tūtohunga

I whakaae te Tari Arotake Mātauranga me te whānau o te kōhanga:

  1. kia whakaritea e te whānau tētahi rautaki kia piki ake te kaha ki te kōrero i te reo Māori i te kōhanga, ā,
  2. kia kaha tonu te whānau ki te whakapakari i ōna kōtuinga me ētahi o ngā rōpū tautoko i roto i te hāpori.

6. Nga Mahi Hei ā Meake Nei

E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga hei wāhanga o te huringa arotake o te wā.

Rob Williamson

Te Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

Mō te Āpiha Kaiarotake Matua

Ngā Kōrero e pā ana ki te Kōhanga Reo

Te tūwāhi

Waihōpai

Te tau a te te Tāhuhu o te Mātauranga

90307

Te tūmomo whare

He kōhanga reo

Te maha mō te raihana

26 kia 10 ngā tamariki ki raro iho i te rua tau

Te maha kei runga i te rārangi ingoa

10 e 2 ngā tamariki kei raro iho i te rua tau

Te ira tangata

Kōtiro 4

Tāne 6

Ngā hononga ā-iwi

Māori 10

Te wā i te kōhanga te rōpū arotake

Whiringa-ā-rangi 2008

Te wā o tēnei pūrongo

Haratua 2009

Ngā pūrongo o mua ā te tari Arotake Mātauranga

Arotake Mātauranga, Whiringa-ā-rangi 2005

Tātari Matawhāiti, Paenga-whāwhā 2002

Tātari Matawhāiti, Pipiri 2001

Arotake Kawenga Takohanga, Pipiri 2000

1. The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Tūmanako Rāwhiti is an urban kōhanga located in Clifton, Invercargill. It has a strong whānau base where parents and children are able to develop a special sense of belonging and whanaungatanga. Children enjoy being at the kōhanga. The whānau is focused on providing children with interesting learning opportunities in this warm and comfortable environment.

The whānau chose Mana Whenua as the focus area for this review. Whānau and children affiliate to different iwi. However, children have many opportunities to learn about Mana Whenua in the urban, rural and seaside settings of Murihiku. These include learning about the tikanga, traditions and history of Ngai Tahu and Ngāti Māmoe.

Children recite their pepeha, whakapapa and karakia. Waiata and action songs are a feature of the learning programme. Learning activities are theme-based. There are many opportunities for children to explore and work with natural materials and a variety of resources and equipment. Children are confident and enthusiastic learners.

The learning programme is well planned and delivered. The contribution of the kuia and koroua is highly valued. They are instrumental in teaching and guiding the kaimahi, children and parents in their learning about Mana Whenua and each of the taumata whakahirahira. Important concepts are taught and reinforced at appropriate times. Interactions and relationships are positive. Adults are caring and supportive with all children. Parents regularly participate in the learning programme as well as fulfilling delegated responsibilities. There is a good flow of activity with positive support in place to manage the daily programme and routines.

A core group of whānau members effectively manage and operate the kōhanga. There is a strong sense of trust and confidence in this group to carry out key roles and responsibilities for kōhanga management. Whānau meetings are well attended and well documented. Financial management is closely monitored. The kōhanga has established useful networks with various community agencies and support groups. As a result there is active support for planned kōhanga developments and improvements.

Kaimahi are in the early stages of assessing and monitoring children’s learning. Assessment practices include the informal sharing of information about children’s learning and progress with parents and the whānau. This is an area that requires further development. Programme evaluation is limited. The kaimahi are not able to clearly determine the effectiveness of the learning programme and how well the individual and age group needs of children are being met. A specific strategy for te reo Māori is also required. Children and whānau members readily use English within the kōhanga environment. This hampers efforts by kaimahi to foster and nurture children’s te reo Māori.

Future Action

ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.

2. Review Priorities

The Focus of the Review

Before the review, the whānau of Te Kōhanga Reo o Tūmanako Rāwhiti was invited to consider its priorities for review using guidelines and resources provided by ERO.

The detailed priorities for review were then determined following a discussion between the ERO review team and whānau. This discussion focused on existing information held by the kōhanga reo (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at Te Kōhanga Reo o Tūmanako Rāwhiti.

The whānau chose as its focus area:

  • Mana Whenua

All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:

  • whānau self review and strategic planning; and
  • programme planning, assessment and evaluation.

ERO’s findings in these areas are set out below.

3. Findings

Mana Whenua

Background

Kōhanga whānau members and children know each other well and interact in positive ways. Children enjoy their time at the kōhanga. Helping children to understand and appreciate the differences between life in the old days and life today is an important aspect of children’s learning. Developing children’s sense of identity and belonging is a priority for the whānau.

Areas of good performance

Learning environment. Children work and play in a comfortable and well resourced learning environment. The kōhanga is homely and comfortable. Children have easy access to a well-maintained outdoor area. Practical work by the children such as gardening, taking care of Papatūānuku and making potato prints create mini learning centres where kaimahi encourage discussion and activity. Children are confident and happy in their learning environment.

Learning programme. The programme provides children with a variety of learning experiences that cater for their different age group needs, interests and ability levels. The programme is well paced and well balanced with a range of formal and informal activities. Children are able to choose activities that interest them. They readily have conversations with kaimahi and others about their work and play. Kaimahi and whānau members work hard to meet the specific learning and developmental needs of individual children. Kaumātua are a rich source of knowledge and information for the kaupapa of kōhanga reo, te reo and tikanga Māori. Children’s learning and development is a priority.

Whanaungatanga. Children are learning important values about care and respect for oneself and for others. Children interact and relate to each other in positive ways. There are strong models to help children develop tuakana/teina relationships in their work and play. Whānau and kaumātua regularly support and participate in the learning programme. Children are friendly and responsive. Children are learning about whanaungatanga in meaningful and practical ways.

Tikanga Māori, values and beliefs. Children are learning appropriate behaviour and social skills at the kōhanga. The kaumātua, whānau and kaimahi have clear expectations for tikanga including health and safety routines. Children take part in practices including protocols for visitors, karakia for different times of the day, tuakana/teina relationships, interacting and communicating with others. They learn table manners and behaviour, transport rules and the safety reasons for these rules. The kuia and koroua encourage children and whānau members to appreciate and value tikanga Māori in their daily kōhanga activities.

Areas for improvement

Identified learning needs. Individual children with specific te reo Māori and learning needs have been identified. An appropriate plan is required to guide kaimahi in catering for the particular needs and interests of these children, including what they enjoy and what they can do well. It is also important that the whānau and kaimahi make every effort to create and maintain an immersion environment where the daily use of te reo Māori is sustained. The development of children’s te reo Māori is hampered by the regular and accepted use of English within the kōhanga environment.

Planning and Evaluation

Background

In all Education Reviews, ERO includes the quality of whānau self review, strategic planning, programme planning, assessment and evaluation. This section reports key findings and areas for improvement.

Areas of good performance

Kaupapa planning framework. Kaimahi have a clear and comprehensive kaupapa-planning framework to guide programme development. The kaupapa kaimahi provides consistent support in programme planning and delivery. Kaimahi are focused on increasing their knowledge and understanding of Te Whāriki and its implementation. Annual, monthly, weekly and daily plans are in place. These are based on the taumata whakahirahira, the atua Māori and key dimensions about the holistic development of the child. A range of themes and subtopics has clear learning outcomes with separate goals for age group activities. The whānau is developing and

strengthening its capability to plan appropriate learning programmes for their children.

Assessment. Kaimahi are in the early stages of assessing children’s learning and development. They regularly share information about the children with parents and whānau members. Kaimahi reporting at monthly meetings highlights kaupapa ako from the planning framework. Kaimahi are developing simple strategies for monitoring and assessing children’s progress.

Whānau management. The management and operation of the kōhanga is effective. The whānau has ample confidence in its core management group to carry out kōhanga operations. Members are well informed and satisfied with current systems and practices. These support and guide long and short-term developments. Monthly meetings are well attended and well documented. There is a clear trail for the review of kōhanga activities and decision-making processes. The kaiako and the licensee provide effective and mature leadership and guidance for younger whānau members. The whānau provides a well-organised learning environment for children.

Strategic planning. The whānau has a clear and manageable strategic plan in place to guide future kōhanga developments. Planning includes identified long and short-term goals, specific objectives, delegated responsibilities, timelines and budget allocations. Whānau minutes show some monitoring and reviewing of strategic goals and progress towards targets. The learning and developmental needs and interests of children guide decision-making and future planning in the kōhanga.

Professional development. The kaupapa kaimahi works closely with the whānau and kaimahi to strengthen their knowledge and understanding of Te Whāriki. Training programmes are well organised and well attended. Kaimahi are confident about using Te Whāriki. The whānau has a clear focus on supporting kaimahi development so that children benefit from sound programme planning and delivery.

Areas for improvement

Assessing children’s learning and progress. Assessment practices are in the early stages of development and implementation. Assessment tasks are not clearly linked to defined learning outcomes. Kaimahi therefore do not have sufficient information to guide them in planning for the next steps in children’s learning and development. Further training in assessing and reporting children’s learning and progress in useful and interesting ways is required.

Evaluating the learning programme. Kaimahi do not have a system for evaluating the effectiveness of the learning programme. Programme discussions are informal and incidental. Kaimahi are not able to determine how well the learning programme is catering for the group and individual needs and interests of children.

4. Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of Te Kōhanga Reo o Tūmanako Rāwhiti completed an ERO Kōhanga Whānau 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:

  • administration;
  • health, safety and welfare;
  • personnel management; and
  • financial and property management.

During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse);
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures);
  • staff qualifications and organisation; and
  • evacuation procedures and practices for fire and earthquake.

ERO’s investigations did not identify any areas of concern.

5. Recommendations

ERO and the kōhanga reo whānau agreed that the whānau:

  1. develops a te reo Māori strategy to increase the use of te reo in the kōhanga; and
  2. continues to strengthen its positive working relationships and networks with various support groups in the community.

6. Future Action

ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.[Signed]

Rob Williamson

Acting National Manager Māori Reporting Services (Te Uepū ā-Motu)

for Chief Review Officer

19 May 2009

About the Kōhanga Reo

Location

Invercargill

Ministry of Education profile number

90307

Type

Kōhanga Reo

Number licensed for

26 including 10 under two years old

Roll number

10 including 2 under two years old

Gender composition

Girls 4

Boys 6

Ethnic composition

Māori 10

Review team onsite

November 2008

Date of this report

19 May 2009

Previous ERO reports

Education Review, November 2005

Discretionary Review, April 2002

Discretionary Review, June 2001

Accountability Review, June 2000

To the Parents and Community of Te Kōhanga Reo o Tūmanako Rāwhiti

These are the findings of the Education Review Office’s latest report on Te Kōhanga Reo o Tūmanako Rāwhiti.

Te Kōhanga Reo o Tūmanako Rāwhiti is an urban kōhanga located in Clifton, Invercargill. It has a strong whānau base where parents and children are able to develop a special sense of belonging and whanaungatanga. Children enjoy being at the kōhanga. The whānau is focused on providing children with interesting learning opportunities in this warm and comfortable environment.

The whānau chose Mana Whenua as the focus area for this review. Whānau and children affiliate to different iwi. However, children have many opportunities to learn about Mana Whenua in the urban, rural and seaside settings of Murihiku. These include learning about the tikanga, traditions and history of Ngai Tahu and Ngāti Māmoe.

Children recite their pepeha, whakapapa and karakia. Waiata and action songs are a feature of the learning programme. Learning activities are theme-based. There are many opportunities for children to explore and work with natural materials and a variety of resources and equipment. Children are confident and enthusiastic learners.

The learning programme is well planned and delivered. The contribution of the kuia and koroua is highly valued. They are instrumental in teaching and guiding the kaimahi, children and parents in their learning about Mana Whenua and each of the taumata whakahirahira. Important concepts are taught and reinforced at appropriate times. Interactions and relationships are positive. Adults are caring and supportive with all children. Parents regularly participate in the learning programme as well as fulfilling delegated responsibilities. There is a good flow of activity with positive support in place to manage the daily programme and routines.

A core group of whānau members effectively manage and operate the kōhanga. There is a strong sense of trust and confidence in this group to carry out key roles and responsibilities for kōhanga management. Whānau meetings are well attended and well documented. Financial management is closely monitored. The kōhanga has established useful networks with various community agencies and support groups. As a result there is active support for planned kōhanga developments and improvements.

Kaimahi are in the early stages of assessing and monitoring children’s learning. Assessment practices include the informal sharing of information about children’s learning and progress with parents and the whānau. This is an area that requires further development. Programme evaluation is limited. The kaimahi are not able to clearly determine the effectiveness of the learning programme and how well the individual and age group needs of children are being met. A specific strategy for te reo Māori is also required. Children and whānau members readily use English within the kōhanga environment. This hampers efforts by kaimahi to foster and nurture children’s te reo Māori.

Future Action

ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.

When ERO has reviewed a kōhanga reo we encourage whānau management to inform their community of any follow up action they plan to take. You should talk to the management or licensee if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.[Signed]

Rob Williamson

National Manager Māori Reporting Services (Te Uepū-a-Motu)

for Chief Review Officer