Te Kōhanga Reo o Te Matapihi

1 Te Horopaki

E tū ana Te Kōhanga Reo o Te Matapihi ki ngā papa o Te Kura o Matapihi, ki Tauranga Moana. He tata ki te marae o Hungahungatōroa. He tokomaha ngā whānau e tātai whakapapa ana ki te hapū o Ngāti Tapu me te iwi o Ngāi Te Rangi. E rua ngā whare - ko tētahi mō ngā pēpi me ngā kōhungahunga, ko tētahi mō ngā tamariki tuākana. Tokowaru ngā kaimahi e mahi wā kikī ana ki te kōhanga reo. Tokorua ngā kaimahi e mahi ana ki te taha o ngā tamariki i raro i te rua o ngā tau, ā, tokorua anō hoki e mahi ana ki ngā tamariki kōhungahunga kua pakeke ake i te rua o ngā tau. Tokotoru ngā kaimahi e mahi ana ki te taha o ngā tamariki tuākana. He kaiwhakahaere hoki tō te kōhanga reo, ā, i te nuinga o te wā kei roto ia i te tari e mahi ana. E tautokona ana rātou e tētahi kaimahi e mahi tiriwā ana ki te kīhini.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa te whai huatanga o ngā tamariki ki te whakamahi i te reo Māori?

Ka kitea te ngākau titikaha o ngā tamariki tuākana ki te kōrero i te reo Māori ki ngā tūmomo horopaki whānui. Ka kitea ki ngā pēpi tō rātou āheinga ki te aro nui ki te reo Māori.

Ngā Taumata Whakahirahira  

Ka ako ngā tamariki ki tētahi taiao e poipoi ana i a rātou, ā, e mau ana hoki i te aroha. He atawhai, he rarata hoki te whakamihi a ngā kaimahi i ngā tamariki katoa e taetae mai ana ki te kōhanga reo i ia rā. Ka whakatauira rātou i ngā uaratanga ā-whānau o te aroha, te manaaki, me te āwhina. Ka hāpai tēnei i ngā kaimahi ki te whakarite i ngā tikanga mō ngā tamariki me ngā pākeke, hei poipoi i ngā hononga mauritau. Ka whakaritea ngā taumahi e hāpai ana i ngā tamariki tuākana ki te whakatauira haere, me te ako ki te taha o ngā pēpi i roto i te hōtaka o ia āta, ā, ka whai wāhi nui ngā karakia, ngā mihimihi, ngā hīmene, me ngā waiata. Nā te kori tinana me ngā waiata, ka whai wā ngā tamariki tuākana me ngā pēpi ki te katakata, te whakangahau, me te noho ngākau nui ki te ako hei whānau. Whakanui ai ngā kaimahi i ia te wā, i ngā whakamātau a ngā tamariki katoa ki te whai wāhi nui ki ngā taumahi ā-rōpū. Ka kitea hoki te ngākau nui o ngā kaimahi i a rātou e taunekeneke ana ki ngā tamariki i roto i ngā akoranga me ngā tākaro. Ko ngā taumahi a ngā pēpi e hāpai ana i a rātou ki te whakawhanake i te mahi ngātahi, me te tohatoha. He harikoa te āhua o ngā tamariki hei ākonga.

Ka kitea te tino aronga nui, te tino mōhiotanga hoki o ngā tamariki ki tō rātou tuakiri. Ka arotahi ki te whakawhanake i te māramatanga o ngā tamariki ki a rātou anō me ō rātou tūrangawaewae. He pakari te nuinga o ngā tamariki tuākana ki te tū takitahi ki te whakapuaki i ō rātou pepeha, me te iti noa o te whai wāhi mai o ngā kaimahi hei āwhina i a rātou. E whanake ana te māia o ngā pēpi me ngā tēina ki te tū ki te whakapuaki i ō rātou pepeha, ā, ka hāpaitia rātou e ngā kaimahi. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te rongo i ngā kōrero me ngā hītori o Tauranga Moana, tae atu hoki ki Te Matapihi. Nā tēnei, e tīmata ana ngā tamariki tuākana ki te ako i ngā āhuatanga e pā ana ki ngā hapū me ngā iwi o te takiwā nei, tae atu hoki ki te hapori whānui. Ka tae atu ngā kaimahi, ngā tamariki, me te whānau ki ngā tangihanga i te hapori whānui me te rohe. He whai wāhitanga tēnei mō ngā tamariki ki te ako i ngā ingoa o ngā marae, me te kite i te whakatinanatanga o ngā tikanga me ngā kawa hei tangata whenua, hei manuhiri. Ka tū tangata ngā tamariki i runga i tō rātou mōhiotanga ki a rātou anō.

E ako ana ngā tamariki ki te whakawhanaunga ki ētahi atu. Ka whakarato ngā kaimahi i te whānuitanga o ngā tūmomo wheako ki te hapori whānui tonu, kia āhei ai ngā tamariki ki te taunekeneke ki ētahi atu. He mātātoa tā rātou whai wāhi atu ki ngā kaupapa i te marae, ki te taha o ngā kaumātua, ngā kuia, me te whānau. He whai wāhitanga mō ngā tamariki ki te tūtaki ki ētahi atu tamariki i ngā kaupapa o tō rātou purapura. Ka whakarato ngā kaimahi i ngā taumahi e whakapakari ana i te māramatanga o ngā tamariki ki ō rātou hononga ki a Papatūānuku rāua ko Ranginui me te taiao. Ka hāpai ngā mahinga i te mahi ngātahi a ngā tamariki ki te whakahoki i ngā rauemi ki ngā wāhi e tika ana i te mutunga o ngā taumahi, me te whakapai i ngā tēpu whai muri i te kai, te āwhina anō hoki i ngā kaimahi ki te whakarite i ngā taumahi. Ka whakanui ngā kaimahi i ngā whakamātau a ngā tamariki i roto i ngā akoranga. He pārekareka ki ngā tamariki te taunekeneke ki ētahi atu.

E ako ana ngā tamariki ki tētahi taiao e rumakina ana ki te reo. Ka whakapuaki ngā kaimahi i tētahi hōtaka reo kia ako ngātahi ai ngā tamariki, hei tuakana, hei pēpi. He matatau ngā kaimahi ki te kōrero i te reo Māori, ā, ka whakatauira rātou i te hanganga reo e tika ana ki ngā horopaki ōkawa me ngā horopaki ōpaki. Ka whakapuaki ngā kaimahi i ngā kupu Māori ki ngā tamariki, hei āwhina i a rātou ki te whakawhānui i ā rātou puna kupu. Ka rongo ngā tamariki katoa i te reo ōkawa o te marae. Ka rongo ngā tamariki tuākana i ngā kaumātua e whaikōrero ana me ngā kuia e karanga ana. Ka tautāwhi ngā kaimahi i ngā pēpi i a rātou e rongo ana i ngā tūmomo oro kē i aua wā. Nā te hōtaka o te āta, ka rongo, ka whakamahi hoki ngā tamariki katoa i te reo o ngā karakia, ngā hīmene, me ngā mihimihi. Ka whakamahia ngā waiata hei hāpai i ngā tamariki ki te whakawhanake i te manawataki, te pārekareka, me te whakangahau. Ka ārahi ngā tamariki tuākana, ā, he pakari anō hoki ki te whakatinana i ngā mahi ā-ringa. Ka nukunuku ngā kaimahi i ngā ringaringa o ngā pēpi, i ngā tamariki tuākana e whakatauira ana i ngā nekehanga mā rātou. He pakari ngā tamariki tuākana ki te whakapuaki i ō rātou whakaaro mā te reo Māori, ā, he harikoa te āhua o ngā pēpi ki te rongo me te whakapuaki i ngā kōrerorero, hei āhuatanga tonu o tō rātou whakawhanaketanga.

E hāpai ana ngā wheako akoranga a ngā tamariki i tā rātou whakatau haere i roto i ngā akoranga me ngā tākaro. Ka akiaki ngā kaimahi i te noho pākiki o ngā tamariki ki te ako. He whānui ngā tūmomo rauemi e wātea ana ki ngā tamariki katoa, hei tūhura, hei whakatewhatewha, hei whakamahi anō hoki i a rātou e whai ana i ō rātou ake ngākau nuitanga. Kua waihangatia ngā wāhi o waho hei hāpai i te taha pohewa, te taha auaha anō hoki o ngā tamariki i roto i ā rātou tākaro. Ko te whānuitanga o ngā tūmomo hanganga o waho, e hāpai ana i te pakari haere o ngā tamariki ki te pikipiki, ā, he rua onepū hoki hei keri, hei ahu. Ka whakamahia ngā kēmu hei akiaki i ngā tamariki ki te āta taunekeneke pai ki ō rātou hoa, ā, ki ētahi atu hoki. Kua whakaritea ngā wāhi motuhake o roto, hei poipoi i ngā matea ake o ngā pēpi me ngā akoranga a ngā tamariki tuākana. I te whare o ngā pēpi, ka whakatutuki haere ngā kaimahi i ngā matea o ia pēpi, pērā i te kai, te tīni kope, te moe, me te ako. E wātea ana te whānuitanga o ngā tūmomo rauemi hei hāpai i a rātou ki te tūhura haere i tō rātou taiao. Kua whakaritea ngā akoranga a ngā tuākana kia āhei ai rātou ki te whakatau i ā rātou ake whiringa. Ka noho ngā kaimahi ki ō rātou taha, ki te kōrero mō ngā taumahi. Ka whakamahi rātou i tētahi papa mōhiohio, kia ako ai te rōpū i ngā kanikani me ngā mahi ā-ringa. He ākonga pākiki ngā tamariki.

Te Whakamahere me te Aromātai 

Ko te ahu whakamua o ngā tamariki i roto i ngā akoranga tētahi aronga. Ka whai ngā kaimahi i tētahi tukanga matawhānui ki te whakamahere i te hōtaka, te aromatawai, me te aromātai hōtaka hei whakatutuki haere i ngā matea o ia tamaiti. Ka whai rātou i tētahi tukanga mārama ki te whakamahere, ā, ka hāngai tēnei ki te tāutu i ngā kaupapa ako o ngā whare e rua, me te whakahonohono i Te Whāriki ki ngā hōtaka ā-marama, ā-wiki, o ia rā hoki. Ka arotahi rātou ki te āta poipoi i ngā matea ake me ngā ngākau nuitanga ake o ia tamaiti. Ka toro atu ki te whānau ki te whakapuaki i ō rātou whakaaro ki te taha o ngā kaimahi. Ka tito, ka tuhi hoki ngā kaimahi, ngā kaumātua, me ngā kuia i ngā waiata me ngā kōrero e pā ana ki te hapori, ā, e hono ana ēnei ki ngā kaupapa ako. Aroturukitia ai, kōrerotia ai hoki i ia te wā ngā tuhinga me ngā mōhiohio aromatawai, tae atu hoki ki ngā whāinga ako e pā ana ki ia tamaiti, hei whai haere i ā rātou whakatutukitanga. Ka whakatakotohia ngā mōhiohio e pā ana ki ia tamaiti ki ngā pūkete, ā, ka whakapuakihia ia te wā ki te taha o ngā mātua. He auau te aromātai a ngā kaimahi i te kounga o te whakapuakitanga. I ngā kaimahi e whakapuaki ana i te hōtaka, ka tīni haere i te āhua i ngā wā e tika ana, hei aro nui ki ngā tamariki. Ka whai tonu i tēnei tūāhuatanga i ngā hui ōkawa, ā, ka whakarerekē haere i ngā mahi hei whakapai ake i te kounga o ngā akoranga a ngā tamariki. Ko ngā wheako ako a ngā tamariki e aro matua ana ki ō rātou matea me ō rātou ngākau nuitanga.

Ka hāngai ngā mahere rautaki me ngā mahi aromātai ki te whakapai tonutanga. Ka whakamahi te whānau i te angamahi o Te Ara Tūāpae, hei tāutu i ngā whāinga rautaki, me ngā huarahi ka whai atu ki te whakatutuki i ēnei, me ngā tāngata hoki ka ārahi i ngā mahi nei, ā, ka tūhono katoatia ki ngā pūrongo i ia te wā. He māramatanga ngātahi ki te hāngaitanga o ngā whāinga ki te whakapai tonutanga, puta noa i ngā wāhanga katoa o ngā mahi whakahaere. Ka noho pūmau ngā kaimahi ki te aronga nui o te whānau ki te kounga o ngā akoranga a ngā tamariki, te whakapakaritanga o te āheinga i roto i te reo Māori, me ngā rauemi e tika ana ki te hāpai i te whakapuakitanga.

Ka whai te whānau i ngā mahi whakahaere tino mārama. He mārama ngā aratohu e pā ana ki ngā tūranga o te whānau me ā rātou kawenga mahi, ā, ka arotahi ki te whakaemi i ngā mōhiohio ka hāpai i te pai o ngā whakataunga. Ka hāngai ngā pūrongo ki te kounga o ngā akoranga a ngā tamariki, te ahu whakamua ki te whakatutuki haere i ngā whāinga rautaki, me ngā whakaritenga hoki e pā an aki ngā pūtea me ngā kaimahi. Arotakengia ai, whakahoungia ai hoki ngā kaupapa here me ngā tukanga o te tūtohinga, hei whakatutuki i ngā herenga ā-ture. Ka whāia ngā kaupapa here e pā ana ki te hauora me te haumaru, hei āta whakarite i te whakatutukitanga o ngā matea ā-tinana, ā-whatumanawa hoki o ngā tamariki. Ka whakamahia te arohaehae hei hāpai i ngā kaimahi ki te arotahi ki te whakapai ake i te kounga o ngā akoranga a ngā tamariki.

Ngā Whakaritenga Matua ka Whai Ake

E whanake tonu ana ngā mahi e pā ana ki te aromātai o roto. He ōpaki ngā whakawhitinga kōrero ki waenga i ngā whānau me ngā kaimahi, mō ngā whakarerekētanga e whai pānga ana ki te kounga o ngā akoranga a ngā tamariki, me te tūtohinga, tae atu hoki ki ngā kaupapa here, ngā tukanga, me ngā mahi whakahaere. Ahakoa ka whakarato ngā kaimahi i ngā pūrongo ōkawa hei hāpai i te aromātai o roto, kāhore he tino tukanga, he tino tuhinga kōrero rānei e pā ana ki tēnei tūāhuatanga. 

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 ngā mahi e pā ana ki te aromātai o roto, hei hāpai i ngā whakapaitanga
• whakapūmau i te arotahi ki te whakapai ake, puta noa i ngā whakahaeretanga o te kōhanga reo, i runga anō i ngā painga ki ngā tamariki.

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 Te Matapihi i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

12 Kohitātea, 2018 

Ngā kōrero e pā ana ki te kōhanga reo 

Te tūwāhi	Kei Tauranga
Te tau a te Tāhuhu o te Mātauranga	40416
Te tau tohu o Te Kōhanga Reo	14A010
Te tūmomo raihana	He Kōhanga Reo
Kua raihanatia ki te ture	Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008
Te tokomaha mō te raihana	52, kia 15 ki raro i te rua o ngā tau
Te tokomaha kei te rārangi ingoa	32, tokoono kei raro i te rua o ngā tau
Te ira tangata	Kōtiro  15 Tama  17
Ngā hononga ā-iwi	Māori	100%
Te wā i te kōhanga reo te rōpū arotake	Whiringa-ā-nuku 2017
Te wā o tēnei pūrongo	12 Kohitātea, 2018
Ngā pūrongo o mua a Te Tari Arotake Mātauranga	Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga		Hakihea 2014 Here-turi-kōkā 2011 Hōngongoi 2008

1 Context

Te Kōhanga reo o Te Matapihi is located on the Matapihi school grounds in Tauranga Moana. It is close to Hungahungatoroa Marae. Many whānau have whakapapa to Ngāti Tapu hapū and Ngai Te Rangi iwi. There are two whare, one for babies and younger children, and the other for older children. There are eight full-time kaimahi in the kōhanga reo. Two kaimahi work alongside the children under two years, two work with the younger children over two years, three work with the older children, and there is an administrator who works mainly in the office. They are also supported by a part-time kitchen worker.

2 The Evaluation Findings

How effectively do children use te reo Māori?

Older children show confidence to speak te reo Māori in different settings. The babies show they are able to respond to te reo Māori.

Ngā Taumata Whakahirahira

Children learn in a nurturing and loving environment. Kaimahi welcome all children with a warm and friendly manner each day. They model the whānau values of aroha, manaaki and āwhina. This has helped kaimahi to establish tikanga for children and adults that foster positive relationships.  Activities are organised to support the older children to model and learn with the babies in the morning programme of karakia, mihimihi, himene and waiata. Kori tinana and waiata provide the older children and babies to laugh, have fun and enjoy learning as a whānau.  They regularly praise the efforts of all children for their participation in group activities. Kaimahi show enjoyment as they interact with children in learning and play. Babies’ activities help them to develop co-operation and sharing with others. Children appear to be happy learners.

Children display a strong sense and knowledge of their identity. There is a focus to develop children’s understanding about who they are and where they are from. Most of the older children are confident to share their pepeha with limited support from kaimahi. Babies or younger children are developing confidence to stand and share their pepeha with the help of kaimahi. Kaimahi provide children with opportunities to hear the stories and history about Tauranga Moana including Te Matapihi. This allows the older children to begin learning about the local hapū, iwi and the wider community. Kaimahi, children and whānau attend tangihanga in local and wider communities. It is an opportunity for children to learn the names of marae, see tikanga in action and observe kawa as tangata whenua or manuhiri. Children are secure in who they are.

Children are learning to interact positively with others. Kaimahi provide a range of experiences in the local and wider communities for children to interact with others. They actively participate events on the local marae with kaumātua, kuia and whānau. There are opportunities for children to meet with their peers in the local purapura activities. Kaimahi have provide activities to build understanding about their connection with Paptuānuku and Ranginui to the environment. Routines help children to work together to return resources at the end of activities, clear tables after eating and help kaimahi to prepare activities.  Kaimahi praise children for their efforts in learning. Children appear to enjoy interacting with others.

Children learn in a language rich environment. Kaimahi deliver a language programme for children to learn together, as older children and as babies. They are fluent speakers of te reo Māori who model grammatical correct language in formal and informal settings. Kaimahi provide children with the Māori words to help build their vocabulary. All children hear the formal language of the marae. Older children hear kaumātua whaikōrero and see kuia karanga. Kaimahi comfort babies as they hear different sounds on these occasions. The morning programme allows all children to hear and use the language for karakia, himene and mihimihi. Waiata are used to help children develop the language of rhythm, fun and entertainment. The older children lead and confidently use actions, while kaimahi hold babies to move their hands as the older children model the actions for them. Older children are confident to express themselves in te reo Māori, while the babies appear happy to hear and share messages as part of their development.

Children’s learning experiences support them to be make choices in their learning and play. Kaimahi encourage children to be curious learners. An extensive range of resources are available for all children to explore, investigate and follow their interests. Outdoor spaces have been created to support children to use their imagination and be creative in their play. A variety of outdoor structures support children to build confidence to climb and a sandpit to dig and create. Games are used to encourage children to interact positively with peers and others. There are separate indoor learning spaces to cater to babies’ needs and the older children’s learning. The whare for babies allows kaimahi to attend to their individual needs related to eating, changing nappies, sleep and learning. A range of resources are available to support exploration in their environment. The older children’s learning is organised to make choices. Kaimahi sit alongside them to talk about activities. They use a smartboard for the group to learn dances and actions. Children are inquisitive learners.

Planning and Evaluation

Children’s progress in learning is a focus. Kamahi follow a comprehensive process for programme planning, assessment and programme evaluation to response to their individual needs. They follow a clear process for planning that includes identifying kaupapa ako for both whare, using Te Whāriki with links to monthly, weekly and daily programmes. There is a focus on responding to individual children’s needs and interests. Whānau are invited to attend to contribute ideas with kaimahi. Waiata and local story resources are written by kaimahi, kaumātua and kuia that link to kaupapa ako. Records, assessment information including children’s individual learning goals are regularly monitored and discussed to track their achievement. Individual information is kept in portfolios and regularly shared with parents. Kaimahi frequently evaluate the quality of delivery. During delivery kaimahi will make changes in response to children as the need arises. They follow up in formal hui to make changes to improve the quality of children’s learning.  Children’s learning experiences are responsive to their needs and interests.

Strategic planning and internal evaluation practices are based on improvement. The whānau use the Te Ara Tūāpae framework to identify strategic goals, how these will be achieved, who will lead, and link to regular reporting. There is a collective understanding that goals are based on improvement across all operational areas. Kaimahi keep the whānau focus on improving the quality of children’s learning, building te reo Māori capability and resources to support delivery.

The whānau follow clear management practices. There are clear guidelines about whānau roles and responsibilities, a focus on gathering information to inform good decision making. Reporting includes the quality of children’s learning, progress towards strategic goals, financial and personnel management practices. Charter policies and procedures are regularly reviewed and updated to meet legislation requirements. Health and safety policies are followed to ensure children’s physical and emotional needs are in place. Appraisal is used to support kaimahi to focus on improving the quality of children’s learning.

Key Next Steps

Internal evaluation practices are developing. Whānau and kaimahi informally discuss changes related to the quality of children’s learning, charter including policies and procedures and management practices. Although kaimahi provide formal reports to assist internal evaluation there are no clear processes or records about this.

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:

• strengthen internal evaluation practices to support improvement
• maintain the focus of improvement across kōhanga reo operations based on outcomes for children.

When is ERO likely to evaluate the kōhanga reo again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

12 January 2018

Information about the Kōhanga Reo 

Location	Tauranga
Ministry of Education profile number	40416
Kōhanga Reo Identification Number	14A010
Licence type	Te Kōhanga Reo
Licensed under	Education (Early Childhood Services) Regulations 2008
Number licensed for	52 children, including up to 15 aged under 2
Kōhanga Reo roll	32 children, including up to 6 aged under 2
Gender composition	Girls  15 Boys  17
Ethnic composition	Māori		100%
Review team on site	October 2017
Date of this report	12 January 2018
Most recent ERO report(s)	Education Review Education Review Education Review	December 2014 August 2011 July 2008

1 Te Aromātai a te Tari Arotake Mātauranga

E tū ana Te Kōhanga Reo o Te Matapihi i te whenua o te Kura Tuatahi o Matapihi, kāore i tawhiti i Tauranga. E tū ana te kōhanga reo i te rohenga hapū o Ngāti Tapu me Ngai Tukairangi. E karapotitia ana te kōhanga reo e ngā marae o Ngāi Te Rangi. Ko tēnei horopaki he tohu o ngā hua ako ki ngā tamariki.

I kōwhiria e te whānau ko Mana Aotūroa hei tahū mō te arotake. Nā rātou anō te pātai arotake i whiriwhiri hei arahi i te arotake a Te Tari Arotake Mātauranga:

He pēwhea tā ngā tamariki whakatōmene, whai wāhi atu hoki ki tō rātou ao?

He māia, he hikaka hoki tā ngā tamariki whakatōmene, ako hoki i tō rātou ao.

He pai ki a rātou te whakamahi i tō rātou taiao e māramatia ai tō rātou tūrangawaewae i te ao. He kaha te aro o te hōtaka ako ki ngā āhuatanga ako mā ngā tamariki mā roto i te whakatōmene, i te ātamai, me ngā taunahatanga. E korikori ana ngā tamariki i a rātou ka ako ki te whakapā atu ki ngā āhuatanga o te taha tūturu me te taha kikokiko e karapoti ana i a rātou. E raeroa ana ngā tuakana ki te whakatau i ā rātou ake huarahi ki te mātauranga. E harikoa ana, e tau ana, e puāwai ana ngā nohinohi mō te māia ki te whakatōmene i te taha o ō rātou whānau.

I ngā tamariki e puāwai ana i roto i te reo Māori, o roto i te kōhanga reo, ka māia ake, ka mātau ake hoki rātou ki te whakamahi i te reo hei kōrero i ngā kaupapa huhua e hiahiatia ana. E mātau ana ki te whakamahi i te reo i roto i ngā kaupapa huhua. He māia ngā tamariki ki te whakaāhua i ō rātou mōhiotanga mō tō rātou ao. He ākonga ohooho rātou e whakaāhua ana i tō rātou hononga māro ki te ūkaipō.

Ko ngā hiahia o ngā tamariki me ngā wawata o te whānau te tūāpapa i whakahaeretia ai, i mātakitakitia ai te kōhanga reo, e te whānau. He māro te whakahaeretanga o te kōhanga. He pai te whakamahitanga o te whaiaro e te whānau hei mātakitaki, hei pupuri hoki ki ngā tikanga mahi pai. Tērā te ngatahitanga o te rautaki whakamua i maheretia ai kia kitea ai ngā tino aro mō te koke tonu me te whakatika.

2 Ngā Kaupapa Motuhake o te Arotake

Te Arotahi o te Arotake

I mua o te arotake, i īnoi te whānau kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake.

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 whakaritea e te whānau ko tāna kaupapa arotahi ko:

• Mana Aotūroa.

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 ā te whānau; me te whakamahere rautaki
• whakamāherehere 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

Mana Aotūroa

He whakamārama

He pēwhea tā ngā tamariki whakatōmene, whai wāhi atu hoki ki tō rātou ao?

He māia, he hikaka hoki tā ngā tamariki whakatōmene, ako hoki i tō rātou ao.

Ngā wāhanga e pai ana te whakahaere

He rawe ki ngā tamariki te whakatōmene i te taha kikokiko me te taha tūturu o te ao. Ka tukuna e te whānau ngā hōtaka ako e whakakorikori nei i ngā tamariki ki te whakamāhuki i tō rātou ao, me te mārama ki tō rātou tūranga whakahirahira i te taha o tō rātou whānau. He āwhinatanga ngā āhuatanga o te ako kia kaha ake ai te māiatanga me te mōhiotanga o ngā tamariki i roto i ngā horopaki huhua, tae atu ki ngā marae, ngā tohu whenua, me ngā kōrero mō rātou tonu.

Pō noa, ao noa ka rongo, ka whakakōrero hoki ngā tamariki i te reo Māori. Ka whakamahia e ngā kaimahi ngā rautaki pai ki te whakatairanga i te reo ki ngā tamariki. Ka kōrero ngā kaimahi i te reo paki ki ngā tamariki hei whakapakari i tō rātou māia me ō rātou pūkenga ki whakakōrero i ō rātou whakaaro mō ngā āhuatanga o te ako. He ākonga harikoa, he ākonga māia hoki rātou i roto i te ahurea ako o te reo Māori. E ako ana ngā tamariki he wāhi nui tō te māoritanga me te tuakiritanga i te ao whānui.

He pai ki ngā tamariki te whakatau i ā rātou ake huarahi ki te ako. Ka akiakitia tēnei e te whānau kia māia ake ai ngā tamariki ki te whakatau i ō rātou hiahia, ki te arohaehae take me te rongo i te angitū. E mōhio ana rātou he pēwhea te whakapā atu ki ngā rauemi e ako ai rātou. E tautokona ana ngā tamariki ki te ako i roto i te wā e tika ana mā rātou. E rongo ana ngā tamariki i te whanaungatanga me te manaakitanga. Kua oti i ngā tamariki te hono atu i runga i te manaaki me te aroha. E whakahīhī ana ngā tamariki i ō rātou whānau me te ahurea o tō rātou kōhanga reo.

Te Whakamāherehere me te Aromātai

Ngā wāhanga e pai ana te whakahaere

He pai te whakahaeretanga o te kōhanga reo mā ngā tamariki. He kounga te māheretanga o te rautaki whakamua. He mea wānanga ngā tino o te rautaki e te whānau, ā, ka whakamanahia i a tau. He whakaaro kōtahi ō rātou mō ngā tikanga whakahaere pai, ā, e puritia ana ēnei whakahaere puta noa i te kōhanga reo. Kua māro ngā mahi whaiaro a te whānau. E haere ana ngā pūrongo me ngā arotake. Ka whakamahia e te whānau ngā kōrero arotake ki te whakatau he pēwhea te pai o tā rātou whakatutuki i ngā mea whakahirahira mā ngā tamariki.

He pai te māheretanga o ngā akoranga mā ngā tamariki. E kaha aro ana ngā mahere ki te ako mā roto i te whakatōmene, te taunaha, mā roto mai i te ao o te tamaiti, tō rātou ao Māori me te ao whānui. He mea tino whakaarotia ngā rerekētanga-ā-tau me ngā rereketanga-ā-pūkenga mō ngā akoranga me ngā kaupapa mahi. He kōrero pai ēnei i pēwhea ai tā ngā kaimahi whakatairanga i te reo Māori ki ngā tamariki.

He rite tonu tā ngā kaimahi arotake i ngā tikanga mahi me te hōtaka ki te whakatau i te wāhi ki ngā mahere me ngā tikanga mō te whakatutuki i ngā hiahia o ngā tamariki.

He pai ngā kōrero kua whakaemihia mō ngā akoranga me te kokenga o te tamaiti i roto i te kōhanga reo. Ka whakamahia e ngā kaimahi ngā kōrero nei ki te whakamomona i te mahere, te whakaakotanga me te whāngai atu ki ngā mātua.

Ko te puta o te ihu o ngā tamariki te tino o te kōhanga reo nei.

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:

• whakawhānuitia te mahi whaiaro kia hopukina ai, kia pūrongotia ai ngā tino o te rautaki, ngā whāinga matua me ngā putanga angitū.

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)

2 Hakihea 2014

1 The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Matapihi is situated on the grounds of Matapihi School, a short distance from Tauranga. The kōhanga reo is within the hapū boundaries of Ngāti Tapu and Ngai Tukairangi. Marae surround the kōhanga reo which are part of Ngai Te Rangi iwi. This context provides valuable learning opportunities for children.

The whānau chose Mana Aoturoa as their focus area. Their evaluation question informed ERO’s review:

How well do children explore and experience their world?

Children explore with confidence and enthusiasm as they learn about their world.

They enjoy using their learning environments to help them to understand their place in the world. The learning programme has strong emphasis on children learning through exploration, inquiry and shared discovery. Children are stimulated in learning as they interact with their natural and physical surrounds. Older children have a strong preference to determine their own pathways for learning. Infants are happy, settled and are growing in confidence to explore beside their whānau.

As children develop te reo Māori, through kōhanga reo, they gain more confidence and knowledge to use the language to communicate about a range of interest topics. They can use the language in a variety of situations. Children are confident to show others what they know about their world. They are stimulated learners who display a strong sense of belonging.

Children’s needs and whānau aspirations underpin the way in which whānau manage and monitor their kōhanga reo. The kōhanga reo is managed effectively. Self review is used well by the whānau to monitor and maintain good standards of practice. A shared strategic direction is planned with priorities focused on continual growth and improvement.

2 Review Priorities

The Focus of the Review

Before the review, the whānau were invited to consider its priorities for review. The priorities for review were then determined following a discussion between the ERO review team and whānau.

The whānau chose as its focus area:

• Mana Aoturoa.

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 in the report findings.

3 Findings

Mana Aotūroa

Background

How well do children explore and experience their world?

Children explore with confidence and enthusiasm as they learn about their world.

Areas of good performance

Children love actively exploring the physical and natural worlds around them. Whānau provide programmes of learning that stimulate children to make sense of the world, and understand their special place beside whānau. Learning experiences help children to build their confidence and knowledge in a range of contexts, including marae, local landmarks, and about who they are.

Children constantly hear and use te reo Māori. Kaimahi use a range of effective strategies to promote the language to children. Kaimahi use conversations with children to develop their confidence and ability to communicate their ideas about learning. Children are passionate and proud to share what they know and can do with the language. They are happy and confident learners in their te reo Māori learning environment. Children learn that their culture and identity has an important place in the wider world.

Children like to determine their own learning pathways. Whānau encourage this so that children gain the confidence to make their own decisions, problem solve and experience success. They know where to access the different resources they need for learning. Children are supported to learn at their own pace. They experience positive and affirming interactions. Children have formed respectful and caring relationships. Children show a strong sense of belonging to their whānau, and kōhanga reo environment.

Planning and Evaluation

Areas of good performance

Whānau manage their kōhanga reo effectively for children. Their strategic direction is well planned. Strategic priorities are selected by the whānau and implemented annually. There is a shared understanding about effective management practice which is maintained for all areas of the kōhanga reo. Whānau self review is well developed. Regular reporting and review occurs. Whānau use review information to determine how well their priorities are being met for children.

Children’s learning is well planned for. Plans have strong emphasis on learning through exploration and discovery, through the child’s world, their world Māori and the wider world. Learning experiences and activities are well considered for the different ages and abilities. There is good information about how kaimahi will promote te reo Māori to their children.

Programmes and kaimahi practice is regularly reviewed to determine the extent to which planning and practice cater for the needs and interests of all children.

There is good information collected on children about their learning and development while at kōhanga reo. Kaimahi use this information to inform planning, delivery and to share with parents.

Children’s successful development is priority.

4 Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of the kōhanga reo completed an ERO Licensed Kōhanga Reo Assurance Statement June 2013 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 the whānau:

• broaden self review so that strategic priorities, objectives and overall success outcomes are recorded and reported.

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)

2 December 2014

About the Kōhanga Reo

Location	Tauranga
Ministry of Education profile number	40146
Type	Kōhanga Reo
Number licensed for	52 including 15 under 2 years old
Roll number	35 including 9 under 2 years old
Gender composition	Girls 14 Boys 21
Ethnic composition	Māori 34	100%
Review team on site	August 2014
Date of this report	2 December 2014
Most recent ERO reports	Education Review Education Review Education Review	August 2011 July 2008 January 2005