Te Kōhanga Reo o Tūrangawaewae - 12/12/2017

1 Te Horopaki

E tū ana Te Kōhanga Reo o Tūrangawaewae ki Ngāruawāhia, ki te marae o Tūrangawaewae. He tino hononga tō te whānau ki te Kīngitanga. Kua kī te rārangi ingoa o te kōhanga reo. He roa hoki te rārangi tatari. Kua waihangatia e te whānau tētahi taiao ako e poipoi ana i te tamaiti, ā, kua whakawhānui ake anō hoki i te wāhi o waho. E noho pūmau ana te whānau ki te mātauranga o ā rātou tamariki.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i tō rātou tūmāia, i runga i te mōhio ki tō rātou tuakiri me tō rātou aronga toi whenuatanga?

Ka kitea ki ngā tamariki tō rātou tino tūmāia i runga i te mōhio ki tō rātou tuakiri me tō rātou aronga toi whenuatanga, mā tā rātou hōtaka akoranga me ngā hononga ki waenga i te whānau.

Ngā Taumata Whakahirahira

Ka ako ngā tamariki i ō rātou hononga ki te marae, te hapū, me te iwi, tae atu hoki ki ngā tino pou whenua. Ko ngā tikanga me ngā kōrero tuku iho a te Kīngitanga me Waikato-Tainui e noho matua ana ki ngā wheako akoranga a ngā tamariki. Ka whai wāhi nui ngā waiata, ngā whakapapa, ngā tongi, me ngā kōrero tuku iho ki te hōtaka o ia rā. Ka hāpai ngā kaimahi i ngā tamariki ki te ako i ngā ingoa o ngā Ariki katoa o te Kīngitanga. Ka ako ngā tamariki i ngā haka, ngā waiata, ngā mōteatea, me ngā karakia o Waikato. Kawea ai e ngā kaimahi ngā tamariki i ia te wā, kia whai wāhi atu ai rātou ki ngā kaupapa ā-tau ka tū ki te marae me te awa. He whānui ngā tūmomo whai wāhitanga mō ngā tamariki kia kite i ngā tikanga me ngā kawa i ngā horopaki ōkawa, ōpaki hoki, pērā i te Koroneihana, ngā poukai, me te rīketa. He tau, he pakari anō hoki te āhua o ngā tamariki hei tangata whenua.

He pai te taunekeneke a ngā tamariki ki ētahi atu. Kua waihangatia e ngā kaimahi tētahi taiao akoranga rerehua e atawhai ana, e poipoi ana hoki. Ka whakatairanga rātou i te aroha, te manaaki, me te tiaki ki waenga i ngā pākeke me ngā tamariki. Ka whakatauira ngā kaimahi i aua tūmanako ki ngā tamariki. Ka akiaki rātou i ngā tamariki ki te mahi ngātahi me te tohatoha i ngā rauemi, i a rātou e ako ana ki te taha o ētahi atu. E hāpaitia ana te āta whakatau a ngā tamariki i ngā whakaritenga, me te whai whakaaro nui ki ētahi atu i roto i ā rātou taunekeneke. Ka manaaki, ka tautoko hoki ngā tuākana i ngā tēina. Ka aro nui hoki ngā kaimahi ki ngā matea o ngā pēpi, ā, ka atawhai i a rātou. Ka ngākau nui ngā tamariki ki te ako ki te taha o ō rātou hoa me te whānau, me te whai wāhi mai hoki hei tuakana.

E whakawhanake ana ngā tamariki i ngā pūkenga ki te whakawhiti whakaaro mā te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā rautaki hei hāpai i te whakawhanaketanga reo o ngā tamariki. Ko tētahi o aua rautaki, ko te pātai ki ngā tamariki i a rātou e whakatutuki haere ana i ētahi tino taumahi. Ka hāpai ngā waiata, ngā karakia, ngā pao, ngā haka, me ngā mihimihi i te ako a ngā tamariki i ngā tauira reo. E āhei ana ngā tamariki tuākana ki te whakapuaki i ēnei mā te iti noa o te tautoko. Ka whakarongo ngā tamariki tēina, ā, ka whakapuaki i tō rātou māramatanga ki te reo Māori mā te tāwhai, me ngā nekehanga o ngā ringa, ngā karu, me te tinana. Whai wāhi ai ngā kaimahi i ia te wā ki ngā kaupapa i te marae, kia rongo ai rātou i te reo o Tainui mā ngā whaikōrero, ngā karanga, me ngā waiata. He ngākau titikaha tō ngā tamariki ki te whakapuaki i ō rātou whakaaro mā te reo Māori.

Ka whai wāhi nui ngā tamariki ki tētahi taiao ako e whakaongaonga ana. Ka hāpai ngā kaimahi i ngā tamariki ki te kōkiri me te whakahaere i ā rātou ake akoranga. Ka āta whakarite rātou i ngā pokapū ako, kia āhei ai ngā tamariki ki te tīpako haere me te whai wāhi atu ki ngā tūmomo taumahi e whai pānga ana ki ō rātou ake ngākau nuitanga. E whakarato ana te whānau i te whānuitanga o ngā tūmomo rauemi e hāpai ana i te ako a ngā tamariki. Nō nā tata tonu nei te wāhi o waho i whakawhanakehia ai e rātou, ā, he wāteatea, he whakahihiri hoki. Nā taua wāhi ka puta ake ngā whai wāhitanga mō ngā tamariki ki te tūhura me te whakahura mā te tākaro. Kua āta whakaritea ngā wāhi, ā, he rua onepū, he māra kai, he māra putiputi, he pā iti me tētahi papa retireti hoki ki runga i tētahi puke, ā, he maha anō hoki ngā tūmomo taonga māoriori e akiaki katoa ana i te tākaro pohewa. Ka hāpai ngā kaimahi i ngā tamariki, i a rātou e whakamahi ana i ngā rauemi e ngākau nuitia ana e rātou. Ka tūmāia ngā tamariki ki tō rātou taiao ako.

Te Whakamahere me te Aromātai

He tukanga ā te whānau mō ngā mahi e pā ana ki te whakamahere, te aromatawai, me te aromātai. Ka toro atu ngā kaimahi ki ngā kōrero urupare a te whānau, ki te whakamahere i te hōtaka akoranga mā te aro nui ki te whakawātea i ngā tamariki ki te whai i ō rātou ake ngākau nuitanga. He mahere ā-wāhanga ā rātou e tāutu ana i ngā kaupapa ako, ngā taumahi, me ngā rauemi e hāpai ana i ngā akoranga. Ka āta hono ngā mahere ki Ngā Taumata Whakahirahira. He pai te whakamōhio i te whānau, ki tēnā e ākona ana e ā rātou tamariki, mā te whakatakoto haere i ēnei ki ngā pūkete a ia tamaiti. Ka whakatakoto anō hoki ēnei i ngā wheako akoranga a ngā tamariki. Kei ngā pūkete ngā hononga mārama ki ngā rangahau kaupapa Māori e pā ana ki ngā whakaritenga papai i te aromatawai. Hui ai ngā kaimahi i ia te wā ki te whakawhiti kōrero mō tēnā i whai hua ai, me ngā āhuatanga hoki hei whakarerekē, kia pai ake ai te hōtaka. Ka arotake, ka whakaaro huritao hoki rātou ki ā rātou whakaritenga, ā, ka whai wāhi atu hoki rātou ki ngā rangahau ka whakapakari ai i ō rātou mōhiotanga ngaio.

Kei te mārama te whānau i ā rātou kawenga mahi hei kaiwhakahaere o te kōhanga reo. He aronga ki te whakawhanake i ngā tino hononga papai ki waenga i te whānau, hei hāpai i tā rātou whakahaere i te kōhanga reo hei painga mō ngā tamariki. Tū ai ngā hui ā-whānau i ia te wā, he pai te tae ā-tinana atu, ā, e arotahi ana ki ngā āhuatanga ka whai hua. He komiti matua tā rātou e āta whakarite ana i te whakaotinga o ngā mahi whakahaere matua, ā, e pūrongo ana hoki ki te whānau whānui. Ka whiwhi te whānau i ngā pūrongo i ia te wā, ā, ka whai hua ēnei ki te whakamōhio i ngā whakataunga. Kua whakatinanahia e rātou tētahi tukanga mō te arotake kaupapa here. Ka āta whakarite rātou, kia hāngai ai ngā whakaritenga matua o te hauora me te haumaru ki te wā, ā, kia whakatutukihia ai hoki ngā rehita. He mahere rautaki tā rātou e tino māramahia ana, e tino aroturukitia ana hoki. Ka whakawhiti kōrero, ka whai hoki rātou i tā rātou ahu whakamua, i runga i te āhua o ngā whāinga rautaki.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore i te whānau tētahi mahere ā-tau hei tāutu, hei aroturuki hoki i ngā mahi matua ki te whakahaere i te tari. He mea nui, kia whakatakotohia tēnei hei hāpai i te kaiwhakahaere ki te whakatutuki i ngā tino mahi matua me ngā wātaka e tika ana kia whai hua ai ngā whakahaeretanga.

3 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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

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

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

I tāutuhia e Te Tari Arotake Mātauranga te wāhanga e whai ake nei, kāhore e tutuki ana e ai ki te ture. Kia tutuki i te whānau o te kōhanga reo ngā herenga ā-ture, me tahuri rātou ki te:

  • āta whakarite i te mahere ā-tau ka ārahi i te whakahaeretanga o te kōhanga reo.
    [R 41 Ture Mātauranga (Kōhungahunga) 2008; GMA8 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]

4 Te Taunakitanga

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

  • whakarite, kia whakatinana hoki i tētahi mahere ā-tau.

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

Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Tūrangawaewae i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

12 Hakihea, 2017

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Ngāruawāhia, ki Kirikiriroa

Te tau a te Tāhuhu o te Mātauranga

35051

Te tau tohu o Te Kōhanga Reo

04A001

Te tūmomo raihana

He Kōhanga Reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

35, kia tokorima ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

36, ā, tokorima kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 16

Tama 20

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

24 - 25 Whiringa-ā-nuku 2017

Te wā o tēnei pūrongo

12 Hakihea, 2017

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Tāpiri

Arotake Mātauranga

Arotake Mātauranga

Hakihea 2014

Kohi-tātea 2014

Here-turi-kōkā 2010

1 Context

Te Kōhanga Reo o Tūrangawaewae is in Ngāruawāhia. It is part of the Tūrangawaewae Marae complex. The whānau have close links with the Kīngitanga. The kōhanga reo has reached its maximum capacity of children. There is a large waiting list. The whānau have created a child friendly learning environment which has included an extension to the outdoor area. Whānau are committed to the education of their children.

2 The Evaluation Findings

How well do children show they are confident in who they are and where they are from?

Children show a lot of confidence in who they are and where they are from through their learning programme and relationships within the whanau.

Ngā Taumata Whakahirahira

Children learn about their connections to the marae, hapū, iwi including significant landmarks. The traditions and histories of Kīngitanga and Waikato-Tainui are central to children’s learning experiences. Waiata, whakapapa, tongi and local stories are integrated into the daily programme. Kaimahi support children to learn the ancestral names of all the Ariki o Te Kingitanga. Children learn haka, waiata, mōteatea and karakia specific to Waikato. Kaimahi regularly take children to participate in annual events held on the marae and the river. There are range of opportunities for children to observe tikanga and kawa in formal and informal settings such as Koroneihana, poukai and regatta. Children appear familiar and comfortable as tangata whenua.

Children interact positively with others. Kaimahi have created a warm welcoming and nurturing learning environment. They promote aroha, manaaki and tiaki between adults and children. Kaimahi model these expectations for children. They encourage children to work co-operatively and share resources as they learn alongside each other. Children are supported to make good decisions and consider others in their interactions. Tuākana care and support tēina. Kaimahi are responsive to babies’ needs and care. Children enjoy learning alongside their peers, as tuakana and with whānau.

Children are developing skills to communicate in te reo Māori. Kaimahi use a range of strategies to support children’s language development. These include asking questions of children as they work through specific activities. Waiata, karakia, pao, haka and mihimihi help children to learn language patterns. Older children are able to recite these with little support. Younger children listen and communicate their understanding of te reo Māori through mimicking, hand actions, eye movement and body language. Kaimahi regularly participate in marae activities to hear Tainui dialect through whaikōrero, karanga, and waiata. Children appear confident to express themselves in te reo Māori.

Children experience a stimulating learning environment. Kaimahi support children to initiate and direct their own learning. They carefully prepare learning stations which allow children to select and engage in activities according to their interests. Whānau provide a wide range of quality resources to support children’s learning. The recently developed outdoor area is spacious and exciting. It provides children with opportunities to explore and discover through play. The spaces are well organised and include a sand pit, a māra kai and māra putiputi, a small hill top pā with a slide and a number of natural resources which encourages imaginative play. Kaimahi support children as they work with resources that interests them. Children are confident in their learning environment.

Planning and Evaluation

The whānau has processes in place for planning, assessment and evaluation. Kaimahi invite feedback from whānau to plan the learning programme with an emphasis on allowing children to pursue their interests. They have term plans in place which identify kaupapa ako, activities and resources to support learning. Planning is clearly linked to Ngā Taumata Whakahirahira. Whānau are well informed of what their children are learning through individual profile books. These document children’s learning experiences. Profile books show clear links to kaupapa Māori research about good practice in assessment. Kaimahi meet regularly to discuss what went well and what changes need to be made to improve the programme. They review and reflect on their practice and engage in research to build their professional knowledge.

Whānau understand their responsibilities as managers of the kōhanga reo. There is a focus on developing positive relationships amongst whānau to support them to manage the kōhanga reo in the best interests of children. Whānau hui are held regularly, are well attended and are focused on solutions. They have an executive committee in place who ensure key management tasks are completed and reported to the wider whānau. Whānau receive regular reports to inform good decision making. They have implemented a process for policy review. They ensure that core health and safety practices are updated and registers are maintained. They have a strategic plan in place which is easily understood and well monitored. They discuss and track their progress against strategic goals.

Key Next Steps

Whānau do not have in place an annual plan to identify and monitor key administrative tasks. It is important that this is put in place to support the kaiwhakahaere to meet critical tasks and timelines required of effective operations.

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.

  • ensure annual plan to guide kōhanga reo operation. [R41 Education (Early Childhood Services) Regulations 2008; GMA8 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

4 Recommendation

ERO and the Kōhanga Reo whānau developed the following recommendation:

  • Establish and implement an annual plan.

When is ERO likely to evaluate the kōhanga reo again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

12 December 2017

Information about the Kōhanga Reo

Location

Ngāruawāhia

Ministry of Education profile number

35051

Kōhanga Reo Identification Number

04A001

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children, including up to 5 aged under 2

Kōhanga Reo roll

36 children, including up to 5 aged under 2

Gender composition

Girls 16

Boys 20

Ethnic composition

Māori

100%

Review team on site

24 - 25 October 2017

Date of this report

12 December 2017

Most recent ERO report(s)

Supplementary Review

Education Review

Education Review

December 2014

January 2014

August 2010