132 Saxbys Road, Deanwell, Hamilton
View on mapKua 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 whānau, ngā hapū, me ngā iwi.
E tū ana Te Kōhanga Amorangi o Whakawātea ki te hapori o Deanwell, ki Kirikiriroa. Nō te tau 1991 te kōhanga reo i whakatūngia ai, ā, e whakahaerehia ana ki tētahi whare i hangaia ai hei kōhanga reo, ki te taha o te kura. E arahina ana te whānau e te tauākī tirohanga e meatia ana, “Ko te tamaiti te pūtake o ngā mea katoa.”
E whanake ana ngā mokopuna kia mātau, kia māia hoki tā rātou kōrero i te reo Māori.
He ngākau titikaha ō ngā mokopuna ki te whakamahi i te reo Māori ki te tangongitanga o ngā horopaki ōkawa me ngā horopaki ōpaki. Ka whakamahi ngā kaiako i ngā rautaki pāhekoheko, tae atu ki te whāngai kupu me te ārahi, hei whakawhānui ake i te whakawhanaketanga reo o ngā mokopuna. Ka akiaki ngā kaiako i ngā mokopuna ki te kōrero mō ā rātou akoranga, me te whakapuaki i ō rātou whakaaro. He maha ngā wā ka ārahi ngā mokopuna i ngā wā waiata, ā, he wā tēnā e whakatairanga ana, e whakapūmau ana hoki i tā rātou whakamahinga o te reo Māori mā ngā huarahi pārekareka, huarahi whakahihiri hoki. E whanake ana te aroha o ngā mokopuna ki te reo, mā roto mai i tētahi taiao e āta poipoi ana i tō rātou whakawhanaketanga.
Ka rongo ngā mokopuna i ngā uara o te manaaki me te aroha. Ka whakatinana rātou i te whanaungatanga, mā ngā taunekeneke me ngā hononga e whai pūtake ana ki te taha o ō rātou hoa me ngā pakeke. E ākina ana te mahi ngātahi me te mahi pai a ngā mokopuna ki te taha o ngā pakeke me ngā hoa, me te noho tahi hoki hei tuakana, hei teina. He mārie, he whakaute hoki te ārahitanga o ngā kaiako i ngā mokopuna. Kei te ngākau nui ngā mokopuna i a rātou e whai wāhi atu ana ki ngā hononga me ngā taunekeneke papai e tautoko ana i a rātou.
Ka whai wāhi nui ngā mokopuna ki tētahi taiao ako ātaahua i āta whakaritea ai, ā, he mea whakahihiri, he wero hoki o roto. Ka āta whakamahi i ngā wāhi wāteatea hei painga mō ngā pēpi me ngā tuākana. Ka whakarato i te tangongitanga o ngā taumahi ki ngā mokopuna, ki tētahi taiao e whakatairanga ana i te rere papai ki ngā wāhi o roto, o waho. Nā te āhua o te whakatakotoranga, e āhei ana ngā tamariki ki te whiriwhiri ki te tākaro me te ako hei rōpū, hei tamaiti takitahi rānei, mō ngā wā roa. Ka taea e ngā mokopuna te whai atu me te whakawhānui atu ō rātou ngākau nuitanga mā roto mai i te āhurutanga o te taiao reo Māori hōhonu e hāpai ana i te ako.
E ata whakaarohia ana, e āta whakamaheretia ana hoki ngā akoranga a ngā mokopuna. Kua whakatakotohia e ngā kaiako ngā tukanga mārama mō te whakamahere, te aromatawai, me te aromātai, ā, he matawhānui, e whai kiko ana hoki. Ko ngā matea, ngā pūmanawa, me ngā ngākau nuitanga o ngā mokopuna kei te aronga o ngā mahere. E kitea ana te tū auau o ngā whakaritenga mō te whakaaro huritao me te aromātai hōtaka. Whakaemi ai ngā kaimahi i ia te wā i ngā mōhiohio e pā ana ki te ako a ngā mokopuna, mā roto mai i ngā kitenga, ā, ka āta tuhia, ka āta whakapuakihia hoki ki te taha o te whānau mā te whānuitanga o ngā tūmomo huarahi. Ka whai hua ngā mokopuna nā te ngaio o ngā mātanga e arotahi ana ki te āta whakatairanga i te ako me te whakawhanaketanga.
Kua tīmata te whakatinanatanga o ngā kaiwhakahaere i te huringa taiāwhio tupu ngaio mō ngā kaiako. Ko te tikanga, ka āta whakapūmautia ki taua tukanga te tautoko e tika ana mō te whakatupu o ngā kaiako i ā rātou whakaritenga ngaio, hei whakatairanga i te whakaako me te ako. Ka puāwai ngā mokopuna i roto i ā rātou akoranga, i te wā e tino whakaaro huritao ana ngā kaiako, ā, e arotahi ana rātou ki te whakapakari ake i tō rātou āheinga ngaio.
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.
I whakawhanakehia e Te Tari Arotake Mātauranga ngā taunakitanga e whai ake nei, arā, kia:
whakawhiti kōrero tonu, kia tūhura tonu hoki ngā kaiako i ngā rauemi katoa e kitea ana hei hāpai i te whakatinanatanga o te huringa taiāwhio tupu ngaio
kawea e ngā kaiwhakahaere te arotakenga o ngā aronga o tēnei wā mō te whai wāhi mai a ngā whānau, ā, me tūhura i ētahi atu huarahi ka āta whakatau i tā rātou whai wāhi mātātoa atu ki te kōhanga reo.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
12 Whiringa ā-nuku, 2023
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Te tūwāhi |
Kei Kirikiriroa |
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Te tau a te Tāhuhu o te Mātauranga |
30353 |
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Te tau tohu o Te Kōhanga Reo |
04C056 |
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Te tūmomo whare |
Te Kōhanga Reo |
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Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
40 ngā tamariki, kia tekau ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
27 ngā tamariki, tokoono kei raro i te rua o ngā tau |
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Ngā hononga ā-iwi |
Māori 27 |
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Te wā i te kōhanga reo te rōpū arotake |
Pipiri 2023 |
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Te wā o tēnei pūrongo |
12 Whiringa-ā-nuku 2023 |
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Ngā pūrongo o mua a |
Arotake Mātauranga, Pipiri 2013 |
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’s reports provide important information for whānau, hapū and iwi.
Te Kōhanga Reo Amorangi o Whakawātea is located in Deanwell, Hamilton. The kōhanga reo was established 1991 and is located in a purpose-built building next to the neighbouring kura. The whānau are guided by the vision statement “Ko te tamaiti te putake o nga mea katoa”.
Mokopuna are developing as competent and confident competent speakers of te reo Māori.
Mokopuna confidently use te reo Māori in a range of formal and informal contexts. Kaiako use interactive strategies including prompting and guiding to extend mokopuna language development. Kaiako encourage mokopuna to talk about their learning and to express and share their ideas. Mokopuna often lead waiata sessions which are used to enhance and reinforce their use of te reo Māori in fun and exciting ways. Mokopuna are developing a love for te reo in an environment that effectively fosters their development.
Mokopuna experience values of manaaki and aroha. They demonstrate whanaungatanga through meaningful interactions and relationships with their peers and adults. Mokopuna are encouraged to work co-operatively and positively with adults and peers and as tuakana-teina. Kaiako effectively guide mokopuna in a calm and respectful manner. Mokopuna are happily engaged through relationships and interactions that are positive and supportive.
Mokopuna enjoy a well-organised and attractively presented learning environment that provides interest and challenge. Effective use is made of generous and open spaces for both the pēpi and Tuakana. Mokopuna are provided a wide range of activities in an environment that promotes a natural flow between indoor and outdoor areas. This organisation allows children to choose to play and learn in groups, or as individuals for sustained periods of time. Mokopuna are able to pursue and extend their interests in a safe te reo Māori rich environment that supports learning.
Mokopuna learning is well considered and planned. Kaiako have established clear processes for planning, assessment and evaluation which are comprehensive and detailed. Mokopuna needs, strengths and interests, are the focus of planning. Regular reflection and programme evaluation is evident. Kaimahi frequently gather information about mokopuna learning, through observations and their progress is effectively documented and shared with whānau in a range of ways. Mokopuna benefit from professional practitioners who are focused on effectively promoting learning and development.
Management is in the initial stages of implementing a professional growth cycle for teachers. This process should ensure teachers are fully supported to grow their professional practice in order to enhance teaching and learning. Mokopuna thrive in their learning when teachers are highly reflective and focused on building their professional capability.
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.
ERO developed the following recommendations:
teachers continue to discuss and explore all available resources to support the implementation of of a professional growth cycle
management undertake a review of current approaches to whānau involvement and explore other ways to ensure their active engagement in the kōhanga reo.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
12 October 2023
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Location |
Hamilton |
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Ministry of Education profile number |
30353 |
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Kōhanga Reo Identification Number |
04C056 |
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Licence type |
Te Kōhanga Reo |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children, including up to 10 aged under 2 |
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Service roll |
27 children, including 6 aged under 2 |
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Ethnic composition |
Māori 27 |
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Review team on site |
June 2023 |
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Date of this report |
12 October 2023 |
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Most recent ERO report |
Education Review, June 2013 |
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Te tūwāhi |
Kei Melville, ki Kirikiriroa |
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Te tau a te Tāhuhu o te Mātauranga |
30353 |
|
Te tūmomo whare |
He kōhanga reo |
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Te tokomaha mō te raihana |
30, kia 15 ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
28, tokowhitu kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 12 Tama tāne 16 |
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Ngā hononga ā-iwi |
Māori 28 |
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Te wā i te kōhanga te rōpū arotake |
Paenga-whāwhā 2013 |
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Te wā o tēnei pūrongo |
Pipiri 2013 |
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Ngā pūrongo o mua ā te Tari Arotake Mātauranga |
Arotake Mātauranga, Poutū-te-rangi 2006 |
‘Ko te tamaiti te mea nui tonu’
E tū ana Te Kōhanga Reo o Whakawātea ki te hapori o Melville, ki Kirikiriroa. Kei ngā papa o te Kura Tuarua o Melville te kōhanga reo. E whakapono mārika ana te whānau ki ‘Te Tohu Tamariki’, arā, te pūmanawa hiranga o ngā tamariki. Ki tō rātou whakapono, me poipoi, me whakatairanga hoki i taua pūmanawa mā te kōhanga reo.
E tino whakahaerehia ana te hōtaka akoranga i āta whakaritea ai mō ngā tamariki tuākana. Ka whakamahi ngā kaimahi i te whānuitanga o ngā rautaki hei akiaki i te whai wāhi mātātoa o ngā tamariki i ngā wā o ngā akoranga ōkawa. I kite te Tari Arotake Mātauranga i te maha o ngā tauira e tohu ana i te whai wāhitanga o ngā tamariki ki ngā taumahi akoranga e whakanui ana i te hīraurau hopanga. He whai wāhitanga anō hoki mō ngā tamariki ki te kōkiri i ā rātou ake akoranga.
He ngāwari te rere o te hōtaka a ngā pēpi. Ka hāngai ki ngā matea o ngā pēpi. Ka whakaratohia te whānuitanga o ngā tūmomo taumahi akoranga e tika ana mō tēnei reanga. Ka whai pūtake ngā rauemi. E ākina ana ngā tamariki ki te ako mā te whakamātau, me te rongo ā-waha, ā-ringa hoki mā te whakapā atu ki ngā taumahi tūturu. He pārekareka, he manawa nui hoki tō rātou ngā tino hononga ki waenga i a rātou anō, ā, ka whakawhirinaki, ka whakaute hoki. Ka whai pūkenga ngā kaiārahi.
He pakari ngā kaimahi katoa ki te kōrero i te reo Māori. He pakari anō hoki ngā tamariki ki te kōrero i te reo Māori. Kōrero Māori ai rātou ki ō rātou hoa, i ngā wā katoa. Ka whakamahia te reo Māori hei rautaki ki te whakawhānui i ngā whakaaro o ngā tamariki. Ko te reo Māori te reo matua ki te kōhanga reo.
Ka whai hua te whakahaeretanga o te kōhanga reo i ngā pūtea. He mārama ngā pūrongo e pā ana ki ngā pūtea. He pai te tūnga pūtea o te kōhanga reo.
E whakahoungia ake te mahere rautaki. Ko ngā kōrero urupare a ngā mātua, me ngā kitenga hoki i ngā patapatai o mua, e tohu ana ki te whānau, kia pakari ake te mahere ka whai ake, hei āta tāutu i ngā kaupapa matua o te kōhanga reo mō ngā tau kei te heke mai.
E hāpaitia ana te arotake whaiaro mā te whānuitanga o ngā pūrongo ki ngā hui ā-whānau. Ka whakamōhiotia te whānau e aua pūrongo, mō te ahunga whakamua i roto i ngā āhuatanga katoa o te whakahaeretanga o te kōhanga reo, ā, ka tāutu hoki i ngā wāhanga hei whakawhanake ake.
Kua arotakengia ngā kaupapa here a te kōhanga reo, ā, kua whakahoungia ngā wāhanga e tika ana, kua whakaaetia hoki. Ko ētahi o ēnei, ko ngā kaupapa here e pā ana ki te hauora me te haumaru. Ko te hauora me te haumaru o ngā tamariki tētahi kaupapa matua.
Kua āta tuhia ngā take e pā ana ki ngā kaimahi. He mārama ki ngā kaimahi ō rātou tūranga, ā rātou kawenga mahi hoki. E wātea ana ki a rātou te whānuitanga o ngā tūmomo whiringa ki te whakawhanake ngaio.
Ka whakahaere te whānau i ngā āhuatanga o te kōhanga reo hei āta whakarite i ngā tino putanga mō ā rātou tamariki.
Ka whai hua ngā tukanga a te whānau, ki te whakamahere, te aromātai, me te aromatawai i te hōtaka akoranga. He pai te noho mōhio o te whānau ki te ahunga whakamua o ā rātou tamariki.
E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga reo hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga reo hei wāhanga o te huringa arotake o te wā.
I mua o te arotake, i īnoitia te whānau o Te Kōhanga Reo o Whakawātea 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 (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 Whakawātea.
I whakaritea e te whānau ko tāna kaupapa arotahi ko:
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:
Ko ngā kitenga ā te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.
I whakaritea e te whānau ko Ngā Taumata Whakahirahira te kaupapa arotahi mō tēnei arotake. Ka hono tēnei ki te kaupapa o Whakawātea, arā, he taonga ngā tamariki, ā, me whakamānawa ngā mahi katoa a te kōhanga reo i tō rātou nui, me poipoi, me whakatairanga anō hoki i tō rātou mana, tō rātou mauri.
Te hōtaka akoranga.E tino whakahaerehia ana, e tino whakaritea ana te hōtaka mō ngā tamariki tuākana. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki hei akiaki i te whai wāhi mātātoa a ngā tamariki ki ngā wāhanga ōkawa o ngā akoranga. He ngāwari te whakawhiti haere ki waenga i ngā hōtaka me ngā mahinga. E pēnei ana nā te tū riterite, te whakatutukitanga hoki i ia rā. Ko te noho waia kei te pūtake o te rere pai o ngā whakawhitinga.
I kite te Tari Arotake Mātauranga i te maha o ngā tauira e tohu ana i te whai wāhi o ngā tamariki ki te taumahi akoranga e hāngai nui ana ki te hīraurau hopanga. He whai wāhitanga anō hoki mō ngā tamariki ki te kōkiri i ā rātou akoranga.
Te hōtaka mō ngā pēpi.E tika ana te hōtaka mō tēnei reanga. Ka noho tahi ngā pēpi ki ngā tamariki tuākana mō ngā karakia. Ka hoki atu ki tō rātou ake wāhi mō ngā wā kai. He ngāwari ngā mahinga, ā, kei ngā tamariki mō te wā ka mutu i a rātou te kai. Ka wehe rātou i te wā e hiahia ana rātou. He whānui ngā tūmomo taumahi akoranga e whakaratohia ana, ā, e tika ana hoki ēnei mō tēnei reanga. Ka whai pūtake ngā rauemi. Ko ngā taumahi tūturu e akiaki ana i ngā tamariki ki te ako mā te whakamātau, me te rongo ā-waha, ā-ringa hoki mā te whakapā atu ki ngā taumahi tūturu. He pārekareka, he manawa nui hoki tō ngā tamariki mō ngā tino hononga ki waenga i a rātou anō, ā, ka whakawhirinaki, ka whakaute hoki. Ka whai pūkenga ngā kaiārahi.
Te reo Māori.He pakari ngā kaimahi katoa ki te kōrero i te reo Māori. He pakari anō hoki ngā tamariki ki te kōrero i te reo Māori. Kōrero Māori ai rātou ki ō rātou hoa, i ngā wā katoa. Ka whakamahia te reo Māori hei rautaki ki te whakawhānui i ngā whakaaro o ngā tamariki. Ka whai hua ngā kaimahi ki te whakamahi i ngā whakawhitinga kōrero hei whakawhānui ake, hei whakatairanga ake hoki i te whakawhanaketanga reo o ngā tamariki. Ko te reo Māori te reo matua ki te kōhanga reo.
I ngā wā katoa ka aromātai te Tari Arotake Mātauranga i te kounga o te whakamahere me te aromātai ki te kōhanga reo, hei tātari i te kounga me te whānuitanga o te whānau o te kōhanga reo ki te whakamahere, te whakahaere, me te aroturuki i ngā wāhanga katoa o te whakahaeretanga o te kōhanga reo, mō ā rātou tamariki me te whānau. Ka hāngai hoki te whakamahere me te aromātai ki te whakamahere hōtaka, me te aroturuki i te whakawhanaketanga o ngā tamariki.
Te whakahaeretanga a te whānau.Ka whakahaere te whānau i te kōhanga reo hei āta whakarite i ngā tino putanga whai hua mō ā rātou tamariki. He tika ā rātou tukanga hei ārahi, hei whakahaere i te whakahaeretanga o te kōhanga reo.
Ka whai hua te whānau ki te whakahaere i ā rātou pūtea. He mārama ngā pūrongo e pā ana ki ngā pūtea. He pai te tūnga pūtea o te kōhanga reo.
Ka hāpaitia te arotake whaiaro e te whānuitanga o ngā tūmomo pūrongo ki ngā hui ā-whānau. Ka whakamōhio aua pūrongo i te ahunga whakamua a te whānau i roto i ngā wāhanga katoa o te whakahaeretanga o te kōhanga reo, ā, ka tāutu hoki i ngā wāhanga hei whakawhanake ake. Kua arotakengia, kua whakahoungia hoki ngā kaupapa here e tika ana, ā, kua whakaaetia. Ka hāngai hoki ēnei ki ngā kaupapa here e pā ana ki te hauora me te haumaru. Ko te hauora me te haumaru o ngā tamariki tētahi kaupapa matua.
Kua āta tuhia ngā take e pā ana ki ngā kaimahi. He mārama ngā kaimahi ki ō rātou tūranga, ā rātou kawenga hoki. E mōhio ana hoki rātou ki ngā tikanga rawa e wātea ana ki a rātou. E wātea ana ki a rātou te whānuitanga o ngā tūmomo whiringa ki te whakawhanake ngaio.
Te whakamahere hōtaka, te aromātai, me te aromatawai.Ka whai hua ngā tukanga a te whānau, ki te whakamahere, te aromātai, me te aromatawai i te hōtaka akoranga. Ka ārahi ngā mahere i te whakatinanatanga, ā, ka whakamahia te aromātai hei aroturuki i te kounga o te hōtaka. Ka tino pūrongo ngā mōhiohio aromatawai i ngā āhuatanga e akohia ana e ngā tamariki. He pai te noho mōhio o te whānau ki te ahunga whakamua o ā rātou tamariki.
Te whakamahere rautaki.E whakahoungia ake te mahere rautaki. Ko ngā kōrero urupare a ngā mātua, me ngā kitenga hoki i ngā patapatai o mua, e tohu ana kia pakari ake te mahere ka whai ake, hei āta tāutu i ngā kaupapa matua o te kōhanga reo mō ngā tau kei te heke mai.
Te Kōhanga Reo o Whakawātea I mua o te arotake, i whakakīia e te kaipupuri raihana, te whānau, me ngā kaimahi o, tētahiTauāki Kupu Tūturu a te Whānau o te Kōhangame tētahiRārangi 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:
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:
E taunaki ana te Tari Arotake Mātauranga kia tahuri te whānau o te kōhanga reo ki te:
E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga reo hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga reo hei wāhanga o te huringa arotake o te wā.
Makere Smith
Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)
14 Pipiri 2013
|
Location |
Melville, Hamilton |
|
Ministry of Education profile number |
30353 |
|
Type |
Kōhanga Reo |
|
Number licensed for |
30 including 15 under two years old |
|
Roll number |
28 including 7 under two years old |
|
Gender composition |
Girls 12 Boys 16 |
|
Ethnic composition |
Māori 28 |
|
Review team onsite |
April 2013 |
|
Date of this report |
June 2013 |
|
Previous ERO reports |
Education Review, March 2006 |
‘Ko te tamaiti te mea nui tonu’
Te Kōhanga Reo o Whakawatea is situated in the suburb of Melville in Hamilton. It is located on the grounds of Melville High School. The whānau sincerely believe in ‘Te Tohu Tamariki’, the absolute brilliance of children. They believe this brilliance must be nurtured and promoted through the kōhanga reo.
The learning programme for the older children is well managed and organised. Kaimahi use a range of strategies to encourage active participation by children during the formal part of learning. ERO observed many examples of children engaged in learning activities that promote problem solving. There are opportunities for children to initiate their own learning.
The babies’ programme is not hurried. It is based on babies needs. A variety of learning activities appropriate for this age group is provided. Resources are relevant. Children are encouraged to learn through trial and error, taste and feel by using tactile activities. They enjoy and value great relationships with each other that are trusting and respectful. Supervisors are skilled.
All kaimahi are confident speakers of te reo Māori. Children are confident speakers of te reo Māori. They engage with their peers in te reo Māori at all times. Te reo Māori is used as a strategy to extend children’s thinking. Te reo Māori is normalised within the kōhanga reo.
The kōhanga reo manages finances effectively. Financial reporting is clear and transparent. The kōhanga reo is in a financially viable position.
A revised strategic plan is being prepared. Parent feedback and findings of past surveys indicates to whānau that a more robust plan that clearly identifies kōhanga reo future priorities is required.
Self review is supported through a range of reporting at whānau hui. These reports inform the whānau of progress in all aspects of kōhanga reo operations and identify areas for further development.
Kōhanga reo policies have been reviewed, updated where necessary and approved. These included health and safety policies. Children’s health and safety is a priority.
Personnel matters are well documented. Kaimahi are clear about their roles and responsibilities. They are exposed to a wide range of personnel development options.
The whānau manages the operations of the kōhanga reo to ensure best possible outcomes for their children.
Whānau have effective processes for planning, evaluating and assessing the learning programme. Whānau are well informed of their children’s progress.
ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.
Te Kōhanga Reo o WhakawāteaBefore the review, the whānau ofwas invited to consider its priorities for review using guidelines and resources provided by ERO.
Te Kōhanga Reo o WhakawāteaThe 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 whānau chose as its focus area:
All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
The whānau chose Ngā Taumata Whakahirahira as the focus area for this review. This is linked to the Whakawatea kaupapa that their children are treasures and everything the kōhanga reo does must honour their greatness and nurture and enhance their mana and mauri.
Learning programme.The programme for the older children is well managed and organised. Kaimahi use a range of strategies to encourage active participation by children during formal parts of learning. Transitions between programmes and routines are smooth and uninterrupted. This is due to consistency and repetition on a daily basis. Familiarity is the key to successful transitions.
ERO observed many examples of children engaged in learning activities that promote problem solving. Children have opportunities to initiate their own learning.
Babies’ programme.The programme is appropriate for this age group. Babies have karakia with older children. They return to their space for food. Routines are flexible and children decide when they have finished eating. They leave when they need to. A variety of learning activities, appropriate for this age group, is provided. Resources are relevant. Tactile activities encourage children to learn through trial and error, taste and feel. Children enjoy and value great relationships with each other that are trusting and respectful. Supervisors are skilled practitioners.
Te reo Māori.All kaimahi are confident speakers of te reo Māori. Children are also confident speakers of te reo Māori. They engage with their peers in te reo Māori at all times. Te reo Māori is used as a strategy for extending children’s thinking. Kaimahi effectively use conversations to build on and enhance children’s language development. Te reo Māori is normalised within the kōhanga reo.
ERO always evaluates the quality of planning and evaluation in kōhanga reo to determine the quality and extent to which the kōhanga reo whānau plans, manages and monitors all areas of kōhanga reo operations for their children and whānau. Planning and evaluation includes programme planning and monitoring children’s development.
Whānau management:Whānau manage the operations of the kōhanga reo to ensure best possible outcomes for their children. They have appropriate processes to guide and manage the kōhanga reo operations.
The whānau manages their finances effectively. Financial reporting is clear and transparent. The kōhanga reo is in a financially viable position.
Self review is supported by a range of reporting at whānau hui. These reports inform the whānau of progress in all aspects of kōhanga reo operations and identify areas for further development. Policies have been reviewed, updated where necessary and approved. These included health and safety policies. Children’s health and safety is a priority.
Personnel matters are well documented. Kaimahi are clear about their roles and responsibilities. They are also aware of their entitlements. Kaimahi are exposed to a wide range of personnel development options.
Programme planning,evaluation and assessment. Whānau have effective processes for planning and evaluating the learning programme. Planning guides implementation and evaluation is used to monitor the quality of the programme. Assessment information clearly reports what children are learning. Whānau are well informed of their children’s progress.
Strategic planning.A revised strategic plan is being prepared. Feedback from parents and findings of past surveys indicates that a more robust plan is required to clearly identify future priorities.
Te Kōhanga Reo o Whakawātea Before the review, the licensee, whānau and staff ofcompleted an EROKōhanga Whānau Assurance StatementandSelf-Audit Checklist. In these documents theyhaveattested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following itemsbecause they have a potentially high impact on outcomes for children:
ERO recommends the kōhanga reo whānau:
ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.
Makere Smith
National Manager Review Services Māori (Te Uepū ā-Motu)
14/6/2013
14/6/2013
To the Parents and Community of Te Kōhanga Reo o Whakawātea
These are the findings of the Education Review Office’s latest report on Te Kōhanga Reo o Whakawātea.
‘Ko te tamaiti te mea nui tonu’
Te Kōhanga Reo o Whakawatea is situated in the suburb of Melville in Hamilton. It is located on the grounds of Melville High School. The whānau sincerely believe in ‘Te Tohu Tamariki’, the absolute brilliance of children. They believe this brilliance must be nurtured and promoted through the kōhanga reo.
The learning programme for the older children is well managed and organised. Kaimahi use a range of strategies to encourage active participation by children during the formal part of learning. ERO observed many examples of children engaged in learning activities that promote problem solving. There are opportunities for children to initiate their own learning.
The babies’ programme is not hurried. It is based on babies needs. A variety of learning activities appropriate for this age group is provided. Resources are relevant. Children are encouraged to learn through trial and error, taste and feel by using tactile activities. They enjoy and value great relationships with each other that are trusting and respectful. Supervisors are skilled.
All kaimahi are confident speakers of te reo Māori. Children are confident speakers of te reo Māori. They engage with their peers in te reo Māori at all times. Te reo Māori is used as a strategy to extend children’s thinking. Te reo Māori is normalised within the kōhanga reo.
The kōhanga reo manages finances effectively. Financial reporting is clear and transparent. The kōhanga reo is in a financially viable position.
A revised strategic plan is being prepared. Parent feedback and findings of past surveys indicates to whānau that a more robust plan that clearly identifies kōhanga reo future priorities is required.
Self review is supported through a range of reporting at whānau hui. These reports inform the whānau of progress in all aspects of kōhanga reo operations and identify areas for further development.
Kōhanga reo policies have been reviewed, updated where necessary and approved. These included health and safety policies. Children’s health and safety is a priority.
Personnel matters are well documented. Kaimahi are clear about their roles and responsibilities. They are exposed to a wide range of personnel development options.
The whānau manages the operations of the kōhanga reo to ensure best possible outcomes for their children.
Whānau have effective processes for planning, evaluating and assessing the learning programme. Whānau are well informed of their children’s progress.
ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.
ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this kōhanga reo.
If you would like a copy of the full report, please contact the kōhanga reo or see the ERO web page, http://www.ero.govt.nz.
Makere Smith
National Manager Review Services Māori (Te Uepū ā-Motu)
ERO is an independent, external evaluation agency that undertakes reviews of kura kaupapa Māori and kōhanga reo throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for tamariki and build on each kōhanga reo self review.
ERO’s framework for reviewing and reporting is based on four review strands.
Planning and Evaluation– in particular the quality of planning and evaluation. This area is most likely to support long term improvement. Implicit in this is the quality of whānau management and the quality of education.
Kōhanga Reo Priorities– based onTe Whāriki,thewhānau through their management and programme, influence positive outcomes for tamariki.
Compliance with Legal Requirements– assurance that this kōhanga reo has taken all reasonable steps to meet legal requirements.
ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for tamariki and useful to this kōhanga reo.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a kōhanga reo is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this kōhanga reo.