Te Kōhanga Reo o Te Awhi Mai

Te Aromātai

E tū ana Te Kōhanga Reo o Te Awhi Mai ki Tokoroa. E noho pūmau ana te whānau ki te kaupapa o te kōhanga reo me te mātauranga o ā rātou tamariki. He hiahia tō rātou ki te mōhio ki te tūmāia o ā rātou tamariki hei ākonga. Ki tā Te Tari Arotake Mātauranga, he harikoa, he māia hoki ngā tamariki hei ākonga.

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

1 Te Horopaki

E tū ana Te Kōhanga Reo o Te Awhi Mai ki te marae o Te Papa o Te Aroha, ki Tokoroa. Ka āta rongo ngā whānau i te whanaungatanga. Ko ngā āhuatanga pakari, ko te whai pānga nui o te reo, te ahurea me te tuakiri o ngā tamariki, ki tō rātou tūmāia.

2 Ngā Whakaaturanga o te Arotake

He pēhea rawa te whakaatu a ngā tamariki i tō rātou harikoa, tō rātou tūmāia hoki hei ākonga?

He tino harikoa, he tino māia hoki ngā tamariki hei ākonga.

Ngā Taumata Whakahirahira

Ka rumakina ngā tamariki ki tētahi taiao reo Māori. He ngawari noa iho ki ngā tamariki ki te whakapuaki i a rātou karakia. He mōhio hoki ngā tamariki ki te whakarongo ki a rātou Kaiako e korero ana ki a rātou. Ka whakarato ngā kaimahi i te whānuitanga o ngā tūmomo rautaki e hāpai ana i te whakawhanaketanga reo o ngā tamariki. He mātau ētahi o ngā kaimahi ki te kōrero i te reo Māori, ā, he māia hoki ngā tamariki tuākana ki te whakamahi i te reo Māori.

Ka rongo ngā tamariki i te manaakitanga. Ka tino atawhaitia rātou e ngā kaimahi me ngā pākeke. Ka rongo ngā tamariki i te aroha i roto i ā rātou taunekeneke me ō rātou hononga ki ō rātou hoa me ngā pākeke. Ka whakatutuki wawe i ō rātou matea ā-tinana, ā-whatumanawa hoki. Ka whai wāhi nui ngā pēpi ki tētahi hōtaka e aro nui ana ki a rātou. He pai, he atawhai hoki tō ngā hononga, ā, he tika hoki ngā taunekeneke. Ka whakamahi ngā kaimahi i ngā mahinga a ngā pēpi, hei whai wāhitanga ako. Ka ū ngā kaimahi ki ngā tino whakaritenga hauora i a rātou e taunekeneke ana ki te taha o ngā tamariki. He mauritau ngā tamariki hei ākonga.

E āta whai wāhi atu ana ngā tamariki ki tētahi hōtaka akoranga i āta whakaritea ai. Ka ngākau nui rātou ki te tūhura me te tākaro ki waho. He wāhi wāteatea mō rātou, e mau nei i te whānuitanga o ngā tūmomo taputapu mā ngā tamariki, i a rātou e ako ana, e tākaro ana hoki. He mātātoa te tūhura haere a ngā tamariki i te taiao, ā, he whai wāhitanga anō hoki kia whakawerohia ā-tinana rātou. Ka tino mātakina rātou e ngā kaimahi ki roto, ki waho hoki. Ko te noho mōhio o ngā tamariki ki te taiao e hāpai ana hoki i ā rātou akoranga.

Te Whakamahere me te Aromātai

He mārama ngā mahere hōtaka i whakatakotohia ai e ngā kaimahi. Ko ētahi o ēnei, ko ngā mahere ā-wāhanga me ngā mahere o ia rā, ā, e hono ana ēnei ki Te Whāriki me Ngā Taumata Whakahirahira. He mārama ngā kaupapa ako. Ka āta whakaraupapahia ngā rautaki, tae atu ki ērā e pā ana ki te reo Māori. Ka āta whakaatuhia ngā tuhinga e tohu ana i ngā mahere.

Ka whakatakoto te tūtohinga i te tino aronga kia ako ngā tamariki i te reo Māori mā te rumaki reo. Kua arotakengia e te whānau tā rātou tūtohinga. Kua arotakengia ngā kaupapa here matua me ngā tukanga e pā ana ki te hauora me te haumaru, me te hāngaitanga o ngā whakaritenga ki ngā rehita.

Kua whakaritea ngā tuhinga tūranga mahi a ngā kaimahi, ā, e hāngai ana hoki ki te wā. Ka whai kawenga te whānau hei kaituku mahi. Kua oti i ngā kaimahi ā rātou arohaehae. Ka whakatutuki ngā kaimahi katoa i ngā whakangungu, ā, ka whai wāhi hoki rātou i ia te wā, ki te whakawhanaketanga ngaio.

E whakamōhio ana Te Ara Tūāpae i te mahere rautaki. Kua whakaritea ngā whāinga me ngā tūmanako, ā, e hāngai ana ēnei ki te aronga o te tūtohinga kia ako ngā tamariki mā te rumaki reo Māori. Ka tāutu ngā mahere mahi i ngā tūmomo mahi hei whakatutuki haere. E mōhio ana te whānau ki ā rātou whāinga me ā rātou kaupapa mahi mō tēnei wā tonu, ā, mō meāke nei anō hoki.

Ka whai pūtake te aromātai o roto. He matawhānui tēnei, ā, ka whakatutukihia puta noa i ngā wāhanga katoa o te kōhanga reo. Kua whakaritea te aromātai a te whānau i ngā āhuatanga matua o ngā whakahaeretanga. Ko te aromātai o roto e hāpai ana i ngā painga mō te whānau me ngā tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore te nuinga o ngā aromatawai a ngā tamariki, e āta tāutu ana i te ako me te ahu whakamua a ngā tamariki, me ngā mahi ka whāia tonuhia e rātou. Kua tae ki te wā kia tautoko te whānau i ngā kaimahi ki te aroturuki ake i ngā akoranga a ngā tamariki.

Me hāpai i ngā kaimahi ki te whakarite i te tukanga ka aromātai i te hōtaka akoranga. Ka hāpai tēnei i te whānau ki te aroturuki i te kounga o te hōtaka akoranga.

3 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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

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

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

4 Ngā Taunakitanga

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

• toro atu te whānau ki te tautoko e tika ana mō te aromatawai i ngā akoranga a ngā tamariki
• toro atu te whānau ki te tautoko e tika ana mō te aromātai i te hōtaka akoranga.

Te Whakarāpopototanga

E tū ana Te Kōhanga Reo o Te Awhi Mai ki Tokoroa. E noho pūmau ana te whānau ki te kaupapa o te kōhanga reo me te mātauranga o ā rātou tamariki. He hiahia tō rātou ki te mōhio ki te tūmāia o ā rātou tamariki hei ākonga. Ki tā Te Tari Arotake Mātauranga, he harikoa, he māia hoki ngā tamariki hei ākonga.

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

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

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

25 Kohitātea, 2017

Ngā kōrero e pā ana ki te kōhanga reo 

Evaluation

Te Kōhanga Reo o Te Awhi Mai is in Tokoroa. Whānau are committed to the kaupapa of the kōhanga reo and the education of their children. They were keen to know whether their children were confident  learners. ERO can confirm that children are happy and confident learners.

The next ERO review of Te Kōhanga Reo o Te Awhi Mai will be in three years.

1 Context

Te Kōhanga Reo o Te Awhi Mai is situated on the grounds of Te Papa o Te Aroha Marae in Tokoroa. Whānau experience a strong sense of whanaungatanga. Strong points are that children’s language, culture and identity is a contributor to their confidence.

2 The Review Findings

To what extent do children show they are happy confident learners?

Children are very happy and confident learners.

Ngā Taumata Whakahirahira

Children are immersed in a te reo Māori environment. Children respond to karakia without coaxing. Kaimahi focus children’s listening when speaking with children. Kaimahi provide a range of strategies to support children’s language development. Some kaimahi are competent speakers of te reo Māori older children are confident in the use of te reo Māori.

Children experience manaakitanga. They are well looked after by kaimahi and adults. Children enjoy loving interactions and relationships with their peers and adults. Their physical and emotional needs are responded to immediately. Babies enjoy a programme that is responsive. There are nice warm relationships and appropriate interactions. Kaimahi use babies’ routines as opportunities for learning. Kaimahi observe strict health practices when interacting with children. Children are secure learners

Children enjoy a learning programme that is well organised. They enjoy exploring and playing in the outdoors. They have a spacious areas that includes a good range of equipment for children as they learn and play. Children are active explorers of the physical environment which provides opportunities to be challenged physically. They are well supervised by kaimahi both indoors and outdoors. Children’s awareness of the outdoors contributes to their learning.

Planning and Evaluation

Kaimahi have in place clear programme plans. These include term and daily plans with links to Te Whāriki and ngā taumata whakahirahira. Kaupapa ako is clear. Strategies are clearly outlined including strategies for te reo Māori. Documented evidence of planning is well presented.

Charter sets a clear direction for children to learn te reo Māori in a total immersion environment. Whānau have reviewed their charter. Core health and safety and wellbeing and care policies, procedures and practices aligned to registers have been reviewed.

Kaimahi employment documentation is current and in place. Whānau are responsible employers. Kaimahi have completed their appraisals. All kaimahi undertake training and participate in ongoing professional development.

Te Ara Tūāpae informs strategic plan. Goals and objectives are in place and align with charter direction that children will learn in a total te reo Māori immersion environment. Action planning identifies actions and tasks to be achieved. Whānau know their goals and priorities now and into the future.

Internal evaluation is deliberate. It is comprehensive and occurs across all areas of the kōhanga reo. Whānau evaluation of key aspects of operations is in place. Internal evaluation benefits the interests of both Whānau and children.

Key Next Steps

The majority of children’s assessment do not clearly identify children’s learning, progress and where to for children. It is time for whānau to support kaimahi in order to monitor children’s learning.

Kaimahi require support to establish a process for evaluating the learning programme. This will assist whānau to monitor the quality of the learning programme.

3 Whānau Management Assurance on Compliance Areas

During the review, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:

• emotional safety (including positive guidance and child protection)
• physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
• suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
• evacuation procedures and practices for fire and earthquake.

All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.

4 Recommendations

ERO and the Kōhanga Reo whānau developed the following recommendations:

• Whānau to seek support for assessing children’s learning

• Whānau to seek support for evaluating the learning programme.

Conclusion

Te Kōhanga Reo o Te Awhi Mai is in Tokoroa. Whānau are committed to the kaupapa of the kōhanga reo and the education of their children. They were keen to know whether their children were confident learners. ERO can confirm that children are happy and confident learners. 

When is ERO likely to review the kōhanga reo again?

The next ERO review of Te Kōhanga Reo o Te Awhi Mai will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

25 January 2017 

Information about the Kōhanga Reo