Te Kōhanga Reo o Rewarewa

1 Te Horopaki

E tū ana Te Kōhanga Reo o Rewarewa ki Whangārei. He tino hononga ō te whānau ki te kōhanga reo. Ko ētahi o ngā mātua, he tamaiti kōhanga reo o mua. Kua roa nei te kaiako e whai wāhi atu ki te kōhanga reo nei. Ka ū pūmau rātou ki te tauāki, ‘Ko te reo te taonga. Ko te mokopuna te tino taonga.’

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu ana i tō rātou harikoa ki te ako?

Ka kitea ki ngā tamariki tā rātou mātātoa, tō rātou harikoa hoki ki te ako ki te kōhanga reo.

Ngā Taumata Whakahirahira

E ako ana ngā tamariki ki tētahi taiao e āta poipoi ana i ngā hononga whai pūtake. Ka rongo rātou i te pai o ngā taunekeneke e ahu mai ana i te whanaungatanga. Ka whakatauira ngā kaimahi i te whakaute, te manaaki, me te whakaaro nui mō ētahi atu. Ka āta ārahi rātou i ngā tamariki mā te tohutohu, te whakamihi, te pā ngāwari, me te awhiawhi. He aroha, he whakaute hoki tō ngā hononga o ngā kaimahi ki ngā tamariki. Ka akiaki ngā kaimahi i te tiaki o ngā tuākana i ō rātou tēina. He nui te whai whakaaro o ngā tamariki tuākana i a rātou e haereere ana ki te taha o ngā pēpi. Ka hāngai ngā kaimahi i ngā tamariki ki te mahi ngātahi. Ka taea e rātou ngā rauemi te tohatoha, te mahi ngātahi hoki mō ngā wā roroa. He ngākau titikaha tō ngā tamariki ki te taunekeneke ki ngā tāngata e noho tauhou ana ki a rātou. He mauritau, he harikoa hoki te āhua o ngā tamariki.

E whai wāhi nui ana ngā tamariki ki ētahi taiao e poipoi ana i tō rātou tuakiri. Ka kōrero ngā kaimahi me te whānau i te reo o Ngāpuhi. Ko ngā kupu me ngā kīwaha ake o te rohe nei e whakamahia ana i ia te wā. Whai wāhi atu ai ngā tamariki ki ngā whakatau me ngā pōwhiri i ia te wā. E ako ana rātou i ō rātou tūranga hei tangata whenua. Ka ārahi ngā kaimahi i ngā tamariki ki te mihi ki ngā manuhiri, me te manaaki hoki i a rātou. E ahu mai ana aua tūāhuatanga i ngā tikanga me ngā kawa o Ngāpuhi. Ka āta whakarite ngā kaimahi kia ako ngā tamariki i ngā pātere, ngā karakia, me ngā waiata o tō rātou iwi. Ka tautāwhitia, ka poipoia hoki ngā pēpi mā te manawataki tonu o ngā waiata. Kua tau ngā tamariki ki te taiao o tō rātou kōhanga reo. E whakawhanake ana ngā tamariki i tō rātou tuakiri.

E hāpaitia ana te ako a ngā tamariki i te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rauemi, pērā i ngā waiata, ngā karakia, ngā pukapuka, ngā panga, me ngā pikitia e whakatūturu ana i ngā ariā Māori ki ngā tamariki. Ka whakamahi rātou i te whānuitanga o ngā tūmomo rautaki reo, tae atu hoki ki ngā tohutohu, te reo whakatūpato, te whakamihi, te akiaki, me te patapatai. Ka āta whakamahia ngā tohu ā-ringa hei akiaki i ngā tamariki ki te maumahara i ngā ingoa me ngā wāhi. Ka whakatutuki ngātahi ngā kaimahi me te whānau i ngā mahi ki te taki i ngā karakia, ngā hīmene, ngā waiata, ngā mihimihi, me ngā pānui. Ka kitea ngā tamariki i te noho ngākau nui o te whānau ki te reo Māori. E akiaki aua wheako i te whānau ki te whakamahi tonu i te reo Māori i roto i ō rātou ake kāinga. Ka whakawhitiwhiti kōrero ngā tamariki ki waenga i a rātou anō, i a rātou e kanikani ana, e waiata ana, e tākaro ana, ā, e hīraurau hopanga ana ki te whakamahi i ngā rauemi me ngā taonga. E whanake ana ngā tamariki ki te kōrero i te reo Māori.

Te Whakamahere me te Aromātai

E whiwhi ana ngā tamariki i ngā hua ka puta i tētahi hōtaka e āta whakaritea ana, ā, e āta whakahaerehia ana i runga anō i te āhua o ngā akoranga e ngākau nuitia ana e rātou. Kua whakaritea e ngā kaimahi ngā tukanga mārama ki te whakamahere me te aromatawai i te ako a ngā tamariki. Ka whakamahere ngātahi ngā kaimahi i ngā mahere paetawhiti, ā, e arahina ana e Te Whāriki. Kei ia kaimahi āna ake kawenga i roto i ngā mahi ki te whakamahere mō ā rātou ake rōpū tamariki. Ka huri ngā kaimahi i ngā rōpū, kia mōhio haere ai rātou ki ngā tamariki katoa, ā, kia hihiri tonu ai te āhua o ngā mahi. Kua whakaritea ngā mahi aromatawai. Ka whakamahia ngā pūkete me ngā Mātai Tamaiti, hei aroturuki i te ahu whakamua o te ako a ngā tamariki. Ka ngākau nui ngā tamariki ki te hoki anō ki aua akoranga. Ka whakamahia e ngā kaimahi hei whakapūmau i ngā akoranga. He mārama ngā whakaritenga e pā ana ki ngā mahi pūrongo. Ka tino aroturukitia te ahu whakamua o ngā tamariki.

E whakahaere ana te whānau i te kōhanga reo hei painga mō ngā tamariki. Kei te tūtohinga ngā tohutohu mārama mō te āhua o ngā mahi a te whānau ki te whakahaere i ngā whakaritenga ki tō rātou kōhanga reo. Kua whakaritea te katoa o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, ā, e hāngai ana hoki ēnei ki te wā. Ko te haumaru o ngā tamariki te kaupapa matua a te whānau. Kua whakaritea ngā tuhinga e pā ana ki ngā kaimahi. He mārama ki ngā kaimahi ō rātou tūranga me ā rātou kawenga mahi. Ka kitea te whai whakaaro nui o te whānau hei kaituku mahi. Kua whakaritea te mahere rautaki. E āta arotahi ana tēnei ki ngā whāinga o te wā mō te whakawhanake tonutanga o te kōhanga reo ā meāke nei. He rawaka te aromātai o roto. He auau ngā pūrongo ki ngā hui ā-whānau, mō ngā āhuatanga katoa e pā ana ki te whakahaeretanga o te kōhanga reo.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore he whakaaturanga e tohu ana i te aromātai hōtaka. Ahakoa ka whakawhitiwhiti kōrero ngā kaimahi mō te hōtaka, kāhore aua kōrerorero e tuhia ana. Ko te haere tonutanga o ngā mahi ki te aromātai i te hōtaka, ka hāpai i tā rātou arotahi ki te whakapai tonu i ia te wā, hei painga mō ngā tamariki.

Ka whiwhi ngā tamariki i ngā painga i te wā ka arotahi te whānau ki te whakawhanaketanga o te kōhanga reo mō meāke nei. Ahakoa kua whakaritea tētahi mahere rautaki, kua tae anō hoki ki te wā kia whakaritea e te whānau tētahi mahere ka āta kōkiri i te whakatutukitanga o ngā wawata o te whānau. Ka hāpai taua mahere i te noho mārama o te whānau ki te whai pānga nui o ngā wātaka, me ngā huarahi anō hoki ki te tāutu i ngā rauemi e tika ana ki te whakaoti i ia momo mahi.

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 Ngā Taunakitanga

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

• whakapakarihia e te kaiako ngā whakaritenga e pā ana ki te aromātai i te hōtaka.
• whakawhanakehia, kia whakatinanahia hoki e te whānau tētahi mahere mahi kia tutuki ngā kaupapa rautaki matua.

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 Rewarewa i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

14 Haratua, 2018

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi	Kei Whangārei
Te tau a te Tāhuhu o te Mātauranga	18271
Te tau tohu o Te Kōhanga Reo	01B071
Te tūmomo raihana	He kōhanga reo
Kua raihanatia ki te ture	Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008
Te tokomaha mō te raihana	23, kia 10 ki raro i te rua o ngā tau
Te tokomaha kei te rārangi ingoa	23, tokorua kei raro i te rua o ngā tau
Te ira tangata	Kōtiro 11 Tama 12
Ngā hononga ā-iwi	Māori	100%
Te wā i te kōhanga reo te rōpū arotake	19 - 20 Poutū-te-rangi 2018
Te wā o tēnei pūrongo	14 Haratua, 2018
Ngā pūrongo o mua a Te Tari Arotake Mātauranga	Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga	Haratua 2014 Haratua 2010 Whiringa-ā-nuku 2006

1 Context

Te Kōhanga Reo o Rewarewa is located in Whangārei. Whānau have close connections with the kōhanga reo. Some of the parents are graduates of the kaupapa. The Kaiako has had a long association with this kōhanga reo. They hold fast to the statement, ‘Ko te reo te taonga. Ko te mokopuna te tino taonga.’

2 The Evaluation Findings

How well do children show they are happy learners?

Children show they are active and happy learners in their time at kōhanga reo.

Ngā Taumata Whakahirahira

Children learn in an environment where meaningful relationships are nurtured. They experience positive interactions that are based on whanaungatanga. Kaimahi model respect, care and concern for others. They positively guide the children using directions, praise, gentle touch and hugs. Kaimahi are compassionate and respectful in their relationships with children. Kaimahi encourage tuākana to look out for their tēina. The older children are very considerate when moving around the babies. Kaimahi support children to work together. They are able to share resources and collaborate for sustained periods. Children are confident to interact with those they have met for the first time. Children appear settled and happy.

Children enjoy an environment where their identity is nurtured. Ngāpuhi dialect is spoken by kaimahi and whānau. Local vocabulary and kīwaha are regularly used. Children are regularly involved in whakatau and pōwhiri. They are learning their roles as tangata whenua. Kaimahi guide children to greet and care for manuhiri. This is based on the tikanga and kawa of Ngāpuhi. Kaimahi ensure that the children learn pātere, karakia and waiata from their area. Babies are nursed and gently rocked to the rhythm of waiata. Children are familiar with their kōhanga reo environment. Children are developing their sense of identity.

Children are supported to learn te reo Māori. Kaimahi use a variety of resources such as waiata, karakia, books, puzzles and pictures that make Māori concepts real for children. They also use a range of language strategies which include providing directions, caution, praise, encouragement and questions. Hand signals are used effectively as prompts to help children remember names and places. Roles are shared among kaimahi and whānau to lead karakia, himene, waiata, mihimihi and pānui. Children observe the commitment whānau has to te reo Māori. These experiences encourage whānau to continue to use te reo Māori in the home. Children communicate with each other as they dance, sing, play, and problem solve when using with resources and manipulating equipment. Children are developing as speakers of te reo Māori.

Planning and Evaluation

Children benefit from a programme that is well organised and managed according to what learning is valued by them. Kaimahi have in place clear processes for planning and assessing children’s learning. Kaimahi collaborate on long term planning which is guided by Te Whāriki. Each kaimahi have individual responsibility for planning for their respective groups of children. Kaimahi rotate around the groups so that they get to know all of the tamariki and avoid complacency. Assessment practices are in place. Profile books and Matai Tamaiti are used to monitor the progress of children’s learning. Children love to revisit them. Kaimahi use these to reinforce learning. There are clear reporting practices in place. Children’s progress is well monitored.

Whānau manage the kōhanga reo in the interests of the children. The charter provides clear directions on ways whānau should manage the operations of their kōhanga reo. All health and safety policies and procedures are current and in place. Children’s safety is a priority for the whānau. Personnel documentation is in place. Kaimahi are clear about their roles and responsibilities. Whānau show they are considerate employers. Strategic planning is in place. This clearly focuses on current goals for the future development of the kōhanga reo. Internal evaluation is adequate. There is regular reporting to the whānau hui on all aspects of kōhanga reo operations.

Key Next Steps

There is no evidence of programme evaluation. Although the kaimahi have conversations about the programme, these discussions are not documented. Ongoing evaluation of the programme will support their focus on continued improvement for the children.

Children reap the benefits when the whānau can focus on the future development of the kōhanga reo. While there is a strategic plan in place, it is time for whānau to put in place a plan to ensure that the aspirations of the whānau are achieved. The plan will help whānau to understand the importance of timelines and how to identify relevant resources required to complete tasks.

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 Recommendations

ERO and the Kōhanga Reo whānau developed the following recommendations:

• Kaiako to strengthen programme evaluation practices.
• Whānau to develop and implement an action plan to realise strategic priorities.

When is ERO likely to evaluate the kōhanga reo again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

14 May 2018

Information about the Kōhanga Reo

Location	Whangārei
Ministry of Education profile number	18271
Kōhanga Reo Identification Number	01B071
Licence type	Te Kōhanga Reo
Licensed under	Education (Early Childhood Services) Regulations 2008
Number licensed for	23 children, including up to 10 aged under 2
Kōhanga Reo roll	23 children, including up to 2 aged under 2
Gender composition	Girls 11 Boys 12
Ethnic composition	Māori		100%
Review team on site	19 - 20 March 2018
Date of this report	14 May 2018
Most recent ERO report(s)	Education Review Education Review Education Review	May 2014 May 2010 October 2006

1 Te Aromātai a te Tari Arotake Mātauranga

E tū ana Te Kōhanga Reo o Rewarewa ki tētahi hapori o Whangārei. Ka ahu mai te whānau me ā rātou tamariki i ngā tōpito katoa o Whangārei. Kua whakaritea e te whānau ngā tino hononga me te piripono ki waenga i te hapori whānui me te kōhanga reo.

He tino hononga tō te whānau me ngā tamariki ki te kōhanga reo. Ka rongo rātou i te reo Māori e kōrerohia ana, ā, ka kite hoki i te whakatinanatanga o ngā tikanga Māori. Ka hāpai aua wheako i tō rātou aronga toi whenuatanga me tō rātou tuakiri hei Māori. He rangatahi tonu te nuinga o te whānau o tēnei kōhanga reo. He tokomaha hoki e mau ana i te iti noa o te reo Māori.

Ka rongo ngā tamariki i te reo Māori, inā koa, i te reo o Ngāpuhi e kōrerohia ana ki ngā horopaki ōkawa, me ngā horopaki ōpaki. Ka whakatauira ngā kaimahi i te reo Māori o Ngāpuhi mā ngā huarahi papai. E whanake haere ana ngā tamariki hei kaikōrero o te reo Māori.

Ko te āhua o te manaaki o ngā tamariki me te whānau i a Papatūānuku, e tohu ana i te tupu haere o tō rātou māramatanga ki te mana whenua. Ka ako ngā tamariki i a rātou anō, ā, he pai tā rātou tākaro ki ētahi atu. He whai wāhitanga mā rātou ki te whakatau i ā rātou ake whakaritenga e pā ana ki ā rātou tākaro, hei hāpai hoki i ō rātou ake ngākau nuitanga. He whānui ngā rauemi hei whiringa mā ngā tamariki.

Kua roa nei te kaiako e whai wāhi ana ki te kōhanga reo. Ka tino tautoko ia i te whānau, inā koa, i a rātou e noho tawhiti ana i ō rātou ake kāinga. Ka whai hua ngā mahi a te whānau ki te whakahaere i te kōhanga reo. Ka whakamahi rātou i te arotake whaiaro hei tātari i ngā āhuatanga ki te whakapai ake. Kāhore he mahere ā-tau tā te whānau, hei ārahi i te whakahaeretanga o te kōhanga reo. Ko tētahi āhuatanga hei whakapai ake, ko te aroturuki me te pūrongo a te whānau i te ahunga whakamua me ngā āhuatanga angitu, i runga i ngā kaupapa matua o ia tau.

Ahakoa he pai ngā mahi whakamahere, aromatawai, whakaaro huritao hoki o ngā kaimahi, me whakawhanake ake anō i aua tukanga.

2 Ngā Kaupapa Motuhake o te Arotake

Te Arotahi o te Arotake

I mua o te arotake, i īnoitia te whānau 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 puritia e te kōhanga reo (tāpiri atu ki ngā kōrero arotake whaiaro) ā, me te whānui o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki o te kōhanga reo.

I whakaritea e te whānau ko tāna kaupapa arotahi ko:

• Ngā Taumata Whakahirahira

Ko te katoa o ngā arotake mātauranga 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:

• arotake whaiaro a te whānau me te whakamahere rautaki
• whakamahere hōtaka, te aromatawai, me te aromātai.

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

3 Ngā Whakaaturanga

Ngā Taumata Whakahirahira

He whakamārama

He pēhea te whai hua o te whānau ki te whakatinana i te whanaungatanga, hei hāpai i ngā tamariki ki te whakawhanake i te tino aronga toi whenuatanga me te tuakiri?

He pakari ngā hononga o ngā whānau me ngā tamariki ki te whānau o te kōhanga reo, ā, e rumakina ana rātou ki tētahi taiao o te reo Māori me ngā tikanga Māori, ā, e poipoi ana tēnei i tō rātou aronga toi whenuatanga, me tō rātou tuakiri hei Māori.

Ngā wāhanga e pai ana te whakahaere

Mana Reo. Ka rongo ngā tamariki i te reo o Ngāpuhi e kōrerohia ana ki ngā horopaki ōkawa, ōpaki hoki. Ka tito waiata ngā kaimahi, ā, ka whakamahi i aua waiata ki te taha o ngā tamariki, hei hāpai i tā rātou ako i te reo. Nā ngā whakawhitinga kōrero ki waenga i ngā pākeke, e āhei ana ngā tamariki ki te rongo i te reo Māori i te horopaki o ia rā. Ko te wā karakia me te wā mihimihi, he whai wāhitanga anō mā ngā tamariki ki te rongo me te whakamahi i te reo Māori. E mārama ana ki a rātou te tikanga o te karakia me te mihimihi. E whanake ana ngā tamariki hei kaikōrero o te reo Māori.

Mana Whenua. Ka whakamanatia te aronga toi whenuatanga me te tuakiri o ngā tamariki me ngā whānau nā tā rātou whai wāhi ki te kōhanga reo. He rangatahi tonu te nuinga o te whānau o tēnei kōhanga reo. He tokomaha e mau ana i te iti noa o te reo Māori, ā, ka whakapapa atu rātou ki ngā iwi maha. E ai ki te whānau, ka whakahaumanutia rātou hei Māori, ā, kua whakawhanakehia te tino hononga ki te kōhanga reo. He pārekareka ki ngā tamariki te haere ki te kōhanga reo, me te ako i tō rātou Ngāpuhitanga, me ō rātou hononga ki ētahi atu iwi. He tino taonga te māra kai. Ka ako ngā tamariki ki te whakatō, te whakatupu, me te tiaki hoki i ngā otaota. Ka ako rātou i a Papatūānuku. Ko ‘Tiaki te taiao, tiaki te whenua’ te kaupapa arotahi mō ā rātou akoranga. Ko te āhua o te manaaki o ngā tamariki me te whānau i a Papatūānuku, e tohu ana i tō rātou māramatanga haere ki te mana whenua.

Mana Atua. He pakari te whai wāhi atu a ngā tamariki me te whānau ki ngā taumahi i te kōhanga reo. He kaha te whanaungatanga ki waenga i ngā tamariki me ngā pākeke. Ka āwhina ngā tuākana i ō rātou tēina. Ka āta kitea, ka maiohatia hoki te manaakitanga. He pakari ngā tamariki i te wā e ārahi ana rātou i ngā karakia. Ka karakia i te tīmatanga, i te mutunga hoki o ngā taumahi. Kua āta whakaritea ngā mahinga e pā ana ki te hauora me te haumaru. Ka hāpai, ka tauutuutu hoki te whanaungatanga i te kōhanga reo.

Mana Tangata. He pakari ngā tamariki ki te whakatau whakaritenga e pā ana ki ā rātou akoranga, ā, e pakari haere ana te whānau kia nui ake ai tā rātou whai wāhi atu ki te kōhanga reo. He pai te tākaro ngātahi a ngā tamariki. He whai wāhitanga mā rātou ki te tākaro me te whakatau i ngā whakaritenga e whai pānga ana ki ō rātou ngākau nuitanga. He whānui ngā tūmomo rauemi hei whiringa mā ngā tamariki, ā, he pārekareka ki a rātou taua wā. He tika te mātakitaki a ngā kaimahi i ngā tamariki. Kua roa nei te kaiako e whai wāhi ana ki te kōhanga reo, ā, e noho whakaute ana te whānau ki a ia. Ka akiaki ia i ngā kaimahi me te whānau. Ka tino tautoko ia i te whānau, inā koa, i a rātou e noho tawhiti ana i ō rātou kāinga.

Mana Aotūroa. He tākare te ako a ngā tamariki i te taiao māori, tūturu hoki. Kua whai wāhi atu rātou ki te whakatupu i ngā huawhenua me ngā putiputi. Ka tohatoha te whānau i aua taonga ki waenga i a rātou anō, ka whakamahi rānei kia ātaahua ai ngā papa o te kōhanga reo. Nā ngā mahi i te māra kai, ka ngākau nui ngā tamariki ki te whakaranu, te whakamātau, me te whakamahi i ngā tūmomo kakano. Nā ngā haerenga a ngā tamariki i te hapori me ngā papa whenua, ka ako rātou i ngā ingoa o ngā rākau, me ngā kōrero hoki e pā ana ki tō rātou hapori.

Te wāhanga hei whakawhanake ake

Ka kōrero ngā tamariki i te reo Māori me te reo Pākehā ki te kōhanga reo. He iti noa ngā whai wāhitanga mō ngā tamariki ki te whai wāhi hōhonu atu ki ngā kōrerorero mā te reo Māori ki te taha o ngā pākeke, mō ā rātou tākaro, ō rātou ngākau nuitanga hoki. He ōkawa te nuinga o ngā whakawhitinga kōrero, ā, he whāiti ngā pātai. Me whakapiki ake ngā kaimahi i ngā whai wāhitanga ki te kōrerorero me te whakawhiti whakaaro mō ngā āhuatanga e whai pānga nui ana ki ngā tamariki, ā, e ngākau nuitia ana hoki e rātou.

Te Whakamahere me te Aromātai

He whakamārama

He pēhea te whai hua o te whānau ki te whakatinana i te whanaungatanga, hei hāpai i ngā tamariki ki te whakawhanake i te tino aronga toi whenuatanga me te tuakiri?

Ka whai hua te whānau hei kaiwhakahaere o tō rātou kōhanga reo, ā, ka whakarato i tētahi taiao pai, whai hua hoki e hāpai ana i te aronga toi whenuatanga me te tuakiri o ngā tamariki.

Ngā wāhanga e pai ana te whakahaere

He pai ngā tukanga a te whānau hei ārahi, hei whakahaere hoki i ngā whakaritenga o te kōhanga reo.

He tika ngā kaupapa here ā te whānau mō te hauora me te haumaru. Ka whakamōhio ngā kaupapa here i ngā tukanga, ā, ka ārahi hoki i ngā whakaritenga kia hāngai ai ki ngā herenga ā-ture e tika ana.

Ka kitea ki ngā whakaritenga a te whānau ngā tohu o te kaituku mahi pai. He tika ā rātou tukanga hei hāpai i ngā mahi a ngā kaimahi. Kua oti ngā tuhinga tūranga mahi me ngā kirimana mahi.

Ka whai hua ngā mahi a te whānau ki te whakahaere i ngā pūtea o te kōhanga reo. He mārama ngā pūrongo e pā ana ki ngā pūtea. Kua hokona e te whānau ngā rauemi mātauranga, hei āta whakarite i te maha o ngā rauemi o te kounga kairangi i te hōtaka, hei whakamahinga mā ngā tamariki.

Ka whakamahi te whānau i te arotake whaiaro hei tātari i ngā wāhanga ki te kōhanga reo ka whakapai ake rātou. Ka whiwhi, ka whakatutuki hoki i ngā pūrongo ka whakapuakihia ki ngā hui i ia te wā.

Ka whakatutuki te whakamahere hōtaka i ngā matea akoranga o ngā tamariki katoa. He matawhānui te mahere hōtaka ā-kaupapa i whakaritea ai, ā, ka whakamahia tēnei hei ārahi i te whakapuakitanga o te hōtaka. He mārama ngā hononga ki Te Whāriki o te Kōhanga Reo, me ngā whāinga ako mō ngā tamariki, i roto i ētahi tino wāhanga o te ao Māori.

Ka whakamahi ngā kaimahi i te tika o ngā whakaritenga aromatawai hei aroturuki i te ahunga whakamua me te whakawhanaketanga o ngā tamariki. Ka mātakitaki rātou i te ahunga whakamua a ngā tamariki, ā, ka pūrongotia aua āhuatanga ki ngā hui ā-whānau.

Ka whakamahia te aromātai hōtaka hei whakamōhio i te hōtaka akoranga. Kei ngā pūrongo a te kaiako ngā whakaaro huritao e tika ana mō te hōtaka, ā, ka kōrero ōpaki hoki ngā kaimahi i ngā āhuatanga e pā ana ki te hōtaka. Ka whakamahi ngā kaimahi i te aromātai hōtaka hei whakapūmau i ngā whakaritenga o te wā, ā, hei whakapai haere hoki.

Te wāhanga hei whakawhanake

Kāhore ngā pūkete e whai hua ana. He iti noa ngā mōhiohio o roto e pā ana ki ngā āheinga, ngā ngākau nuitanga, me ngā pūkenga o ngā tamariki.

Kāhore he tukanga hei arohaehae i ngā kaimahi, ā, hei ārahi i te arotake o tā rātou whakawhanake haere i te āhua mahi. Mā aua tūmomo mōhiohio, ka aroturuki te whānau i tā rātou āhua mahi, me te whai pānga o tēnei ki te ako me te atawhai i ngā tamariki.

Kāhore he mahere ā-tau tā te whānau, hei ārahi i ngā whakahaeretanga o te kōhanga reo. Ko te tikanga, mā te aroturuki me te pūrongo a te whānau i te ahunga whakamua, i te angitu hoki i runga anō i ngā kaupapa matua ā-tau, ka tau mai te aronga whakamua mō ngā tau kei te heke mai.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

Te Tirohanga Whānui

I mua o te arotake, i whakakiia e te kaipupuri raihana, te whānau, me ngā kaimahi o okiuh, 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 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)
• 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
• ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

5 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia tahuri te kaupapa kaimahi ki te āwhina i te whānau ki te:

• whakaoti te arohaehae i ngā kaimahi
• whakaoti tā rātou mahere ā-tau.

6 Hei ā hea te Tari Arotake Mātauranga arotake anō a i te kōhanga reo?

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)

16 Haratua 2014

1. The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Rewarewa is located in a suburb of Whangārei. The kōhanga reo attracts whānau and their children from all parts of Whangārei. The whānau has established strong bonds and a sense of loyalty between the wider community and the kōhanga reo.

Whānau and children have close connections to the kōhanga reo. They hear te reo Māori spoken and observe tikanga Māori being practiced. These experiences support their sense of belonging and identity as Māori. A mostly young whānau attends this kōhanga reo. Many have limited te reo Māori.

Children hear te reo Māori and particularly the dialect of Ngāpuhi spoken in formal and informal contexts. Kaimahi model te reo Māori using Ngāpuhi dialect in a positive way. Children are developing as speakers of te reo Māori.

The way children and whānau care for Papatūānuku reflects their growing understanding of mana whenua. Children learn about themselves and play well with others. They have opportunities to make choices about their play that support their individual interests. Children have a variety of resources to choose.

The kaiako has a long association with the kōhanga reo. She is an important support for whānau, especially those living away from home. Whānau are efficient managers of the kōhanga reo. They use self review to determine areas for improvement. The whānau does not have an annual plan to guide the operations of the kōhanga reo. Whānau monitoring and reporting of progress and successes against annual priorities is an area for improvement.

While Kaimahi have good planning, assessment and reflective practices in place they need to develop those processes further.

2. Review Priorities

The Focus of the Review

Before the review, the whānau were 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 the kōhanga reo.

The whānau chose as its focus area:

• Ngā Taumata Whakahirahira

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
• programme planning, assessment and evaluation.

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

3. Findings

Ngā Taumata Whakahirahira

Background

How effectively does the whānau practice whanaungatanga to support children to develop a strong sense of belonging and identity?

Whānau and children have close connections to the kōhanga reo whānau and are immersed in an environment where te reo Māori and tikanga Māori supports their sense of belonging and identity as Māori.

Areas of good performance

Mana Reo. Children hear te reo o Ngāpuhi spoken in formal and informal contexts. Kaimahi write waiata and use them with children to support their language learning. Conversations between adults enable children to hear te reo Māori in an everyday context. Karakia and mihimihi is an opportunity for children to hear and use te reo Māori. They understand what karakia and mihimihi are. Children are developing as speakers of te reo Māori.

Mana Whenua. Children and whānau sense of belonging and identity is affirmed through their involvement in kōhanga reo. A mostly young whānau attends this kōhanga reo. Many have limited te reo Māori and they have whakapapa links to a range of iwi. Whānau report that they feel revitalised as Māori and have developed a strong connection to the kōhanga reo. Children enjoy coming to kōhanga reo and learn about their Ngāpuhitanga and their links to other iwi. The maara kai is an important resource. Children learn about planting, growing and caring for plants. They learn about Papatūānuku.‘Tiaki te taiao, Tiaki te whenua’is the focus of their learning. The way children and whānau care for Papatūānuku reflects their growing understanding of mana whenua.

Mana Atua. Children and whānau confidently participate in kōhanga reo activities. Whanaungatanga amongst children and adults is strong. Tuakana help their teina. Manaakitanga is clearly evident and appreciated. Children are confident when they lead karakia. Karakia is used to begin and end activities. Health and safety routines are well established. Relationships in the kōhanga reo are supportive and reciprocal.

Mana Tangata. Children confidently make decisions about their learning and whānau are developing confidence to take a greater role in the kōhanga reo. Children play well together. They have opportunities to play and make choices that support their interests. Children have a variety of resources to chose and they enjoy this time. Kaimahi supervise children appropriately. The kaiako has a long association with the kōhanga reo and the whānau respects her. She encourages kaimahi and whānau. She is an important support for whānau, especially those living away from home.

Mana Aotūroa. Children enthusiastically learn about the natural and physical environment. They have been involved in growing vegetables and flowers. Whānau share these amongst themselves or use them to beautify the kōhanga reo grounds. Tending to the maara kai enables children to enjoy mixing, experimenting and working with different textures. Children's walks around the neighbourhood and park enable them to learn the names of the trees and about their community.

Area for development

Children speak both te reo Māori and English at the kōhanga reo. There are limited opportunities for children to engage in deep conversations in te reo Māori with adults about their play and their interests. Discussions are usually formal and involve closed questions. Kaimahi need to increase the opportunities for discussion and conversations relevant to what children do and are interested in.

Planning and Evaluation

Background

How effectively does the whānau practice whānaungatanga to support children to develop a strong sense of belonging and identity?

Whānau are efficient managers of their kōhanga reo and provide a positive and effective environment that supports children’s sense of belonging and identity.

Areas of good performance

Whānau have good processes to guide and manage the operations of the kōhanga reo.

Whānau have appropriate health and safety policies in place. Policies inform procedures and guide practice to comply with appropriate regulations.

Whānau practice reflects elements of good employer practice. They have appropriate systems to support kaimahi in their work. Job descriptions and employment contracts are complete.

The whānau manages the kōhanga reo finances effectively. Financial reporting is clear and transparent. Whānau have purchased education resources to ensure that there are high quality resources in the programme for children to use.

Whānau use self review to determine areas for improvement in the kōhanga reo. They receive and act on reports shared regularly at hui.

Programme planning addresses the learning needs of all children. A comprehensive kaupapa programme plan is in place and is used to guide the delivery of the programme. There are clear links to Te Whārikio te Kōhanga Reo and learning goals for children about specific aspects of te ao Māori.

Kaimahi use appropriate assessment practices to monitor children’s progress and development. Observations are made about children’s progress and these are reported at whānau hui.

Programme evaluation is used to inform the learning programme. Kaiako reports contain relevant reflections about the programme and kaimahi talk about the programme informally. Kaimahi use programme evaluation to embed existing practices and make improvements.

Areas for development

Profiles books are not useful. These give limited information about children’s abilities, interests and skills.

Kaimahi have no appraisals in place to guide their performance development review. This information enables whānau to monitor their performance and its impact on children’s learning and care.

The whānau does not have an annual plan to guide the operations of the kōhanga reo. Whānau monitoring and reporting of progress and successes against annual priorities ought to provide direction for the future.

4. Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of the kōhanga reo 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
• 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
• evacuation procedures and practices for fire and earthquake.

5. Recommendations

ERO recommends:

• complete kaimahi appraisals
• complete their annual plan.

6. When is ERO likely to review the kōhanga reo again?

ERO is likely to carry out the next review in three years.

Lynda Pura

Watson National Manager Review Services Māori (Te Uepū-ā-Motu)

16 May 2014

About the Kōhanga Reo

Location	Whangārei
Ministry of Education profile number	18271
Type	Kōhanga Reo
Number licensed for	23 including 10 under 2 years old
Roll number	23 including 7 under 2 years old
Gender composition	Girls 12 Boys 11
Ethnic composition	Māori	100%
Review team on site	February 2014
Date of this report	16 May 2014
Most recent ERO reports	Education Review Education Review	May 2010 October 2006