Te Kōhanga Reo o Waitara

1 Te Horopaki

E whakaatu ana i te mana o te whānau, o te hapū, me te iwi ki te atawhai i te mokopuna.

E tū ana Te Kōhanga Reo o Waitara ki Taranaki. I roto i ngā tau kua pahure ake nei, kua whakawhānuihia e te whānau te kōhanga reo hei whakatutuki i te hiahia i kaha tupu ake ai i roto i te hapori ki te kawe mai i ā rātou tamariki ki te kōhanga reo nei. Ko te waihanga me te tupu o te kōhanga reo e tohu ana i te noho pūmau o te whānau me ngā kaimahi ki te whakarato i te hōhonutanga o te taiao ako mō ā rātou tamariki.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa te whakapuaki mai o ngā tamariki i a rātou anō hei uri Māori?

He ngākau titikaha ō ngā tamariki e tupu haere tonu ana i roto i tā rātou whakapuaki i a rātou anō hei uri Māori.

Ngā Taumata Whakahirahira

E whiwhi ana ngā tamariki i ngā wheako ako reo e whai pūtake ana. Ko te ako i te reo o Taranaki tētahi kaupapa matua ki te kōhanga reo. Ka rongo ngā tamariki i te reo ake o tō rātou iwi. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo huarahi e whakapakari ai i te māramatanga o ngā tamariki ki te reo Māori, me tā rātou whakamahinga i te reo. Ko ētahi o aua rautaki, ko ngā karakia, ko ngā waiata, ko ngā whakaari, ko ngā kōrerorero whānui, ko ngā patapatai anō hoki e pupū noa ake ana ki te taha o ngā tamariki. Ka ngākau nui ngā tamariki te whai wāhi atu ki te taha o ngā kaimahi, tētahi i tētahi. Ka hāpai ngā kaimahi i te whakawhanaketanga reo o ngā tamariki mā te whāngai kupu i ngā tamariki e taki ana i ō rātou pepeha. Ka whakapuaki anō hoki rātou i ngā hanganga reo e tika ana ki ngā tamariki, i a rātou e ako ana i te reo Māori. E whanake ana ngā tamariki ki te kōrero i te reo Māori.

E ako ana ngā tamariki ki tētahi taiao e poipoi ana i te whanaungatanga. Ka tautāwhi, ka aro nui hoki ngā kaimahi ki ngā tamariki, ā, ka whai pūtake anō hoki ā rātou taunekeneke. Ka whakapuaki ngā tamariki i te aroha me te manaaki ki waenga i a rātou anō. Ko te toro atu ki te marae e whakapūmau ana i ngā tino hononga whakaharahara ki ngā tamariki. Ka rongo rātou i te whanaungatanga e ahu mai ana i te whakapapa. Ka kite ngā tamariki i te whakatinanatanga o te manaaki me te tiaki i ngā whakatau mō te manuhiri. Ka akiaki ngā kaimahi i ngā hononga o te tuakana me te teina ki waenga i ngā tamariki. Ka whakaaro nui ngā tamariki tuākana ki ngā tēina, puta noa i te rā. Ka whakapūmautia e rātou ngā hononga harikoakoa ki ō rātou hoa me ngā pakeke. Kei te mauritau ngā tamariki.

E whakamanahia ana te tuakiri o ngā tamariki i roto i ā rātou akoranga. Ko ngā mātauranga o te hapori te tūāpapa o ngā akoranga. He whakahirahira ngā kōrero tuku iho e pā ana ki a Parihaka, ā, e whai wāhi nui ana ki ngā tino wheako akoranga a ngā tamariki. Ka āta whakarite ngā kaimahi kia taetae atu ngā tamariki ki ngā kaupapa o te hapori, pērā i te Rā o Māui Pōmare, i te wānanga mō ngā rangatahi o Te Āti Awa, i ngā whakataetae Māori ā-motu mō te reti ngaru, ā, i te kapa haka hoki. Ka ako ngā tamariki i ngā marae me te whai pānga o ēnei ki te waiora o te iwi. Ko ngā tikanga i te marae e hāpai ana i te māramatanga o ngā tamariki ki tō rātou tū hei tangata whenua. Ka whakamahere ngā kaimahi kia toro atu ngā tamariki ki ngā pou whenua o te takiwā me ngā wāhi whakahirahira o te iwi. E whanake ana te tino māramatanga o ngā tamariki ki tō rātou tuakiri, ā, nā wai hoki rātou.

E ākina ana te tūhura mātātoa atu a ngā tamariki. Ka āta whakarite ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te uru atu ki te taiao māoriori, taiao tūturu hoki. He mātātoa te whai wāhi atu a ngā tamariki ki te whakatō me te hauhake i te kai ki ā rātou māra. Ka ako rātou i ngā atua Māori me tō rātou whai pānga ki te taiao me ngā tāngata. E ākina ana te whai a ngā tamariki i ō rātou ake ngākau nuitanga. Nā tēnei, kei a rātou te kōkiritanga o ō rātou ngākau nuitanga e panoni haere ana, otirā, o ngā kaupapa anō hoki e noho pākiki ana ki a rātou. Ka whakatakotohia e ngā kaimahi ētahi tūmomo taumahi. Ka tūhura ngā tamariki i ngā tae, ngā tūāhua, te pūtaiao, te pāngarau, me te reo matatini. Ka ngākau nui rātou ki aua wā ako ōkawa. He mātātoa te ako a ngā tamariki.

Te Whakamahere me te Aromātai

He tino pai ngā mahi a te whānau ki te whakahaere i ngā whakaritenga o tō rātou kōhanga reo. Kua whakatakotohia ngā tukanga e pā ana ki te arotake whaiaro. Tū ai ngā hui i ia marama. Ka arotahi aua hui ki ngā hiahia o te whānau ki te whakatupu ake i ngā mōhiotanga e pā ana ki Te Korowai me Te Whāriki, ā, ki te whai huatanga anō hoki o ngā whakaritenga mā ngā tamariki. Kua whakahoungia e te whānau ā rātou mahere mahi e pā ana ki ngā rautaki me te whakahaeretanga, hei kōkiri ake i te pakari haere o ngā tamariki me te āheinga o te whānau i roto i te reo Māori. Whai muri i te arotake o mua a Te Tari Arotake Mātauranga, kua ū tonu ki te taumata teitei o ngā mahi e whakahaerehia ana te tari. Ka ū tonu hoki te katoa o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru.

He tukanga ā ngā kaimahi mō te whakamahere hōtaka, te aromatawai, me te aromātai. Ka āta whakamaheretia ngā akoranga a ngā tamariki. Ka āta tāutuhia te kiko o ngā kaupapa, ngā rautaki, me ngā rauemi. Ka whakamahia e ngā kaimahi i ia te wā, ko te aromātai hōtaka hei aroturuki, hei whakarerekē hoki i te kounga o te hōtaka i ngā wā e tika ana. E tohu ana ngā aromatawai i tēnā e ākona ana e ngā tamariki, me tā rātou ahu whakamua. He pai te whakamōhio i te whānau i te whai huatanga o te hōtaka akoranga ki te whakatutuki i ngā matea o ā rātou tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Kua tāutuhia e te whānau e tika ana kia aro ake ki ngā mahi e arohaehae ana i ngā kaimahi. Kua tae ki te wā kia whai whakaaro te whānau ki te whakawhanaketanga ngaio e tika ana kia pakari haere tonu ai ngā whakaritenga a ngā kaimahi mā ngā tamariki.

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 Te Taunakitanga

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

• whakapakarihia e te whānau te tukanga arohaehae mā ngā kaimahi katoa.

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 Waitara i roto i te toru o ngā tau.

Charles Rolleston Toka ā-nuku

10 Kohitātea, 2019

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi	Kei Waitara
Te tau a te Tāhuhu o te Mātauranga	52705
Te tau tohu o Te Kōhanga Reo	07A001
Te tūmomo raihana	He kōhanga reo
Kua raihanatia ki te ture	Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008
Te tokomaha mō te raihana	50, kia 16 ki raro i te rua o ngā tau
Te tokomaha kei te rārangi ingoa	37, tokorima kei raro i te rua o ngā tau
Te ira tangata	Kōtiro 15 Tama 22
Ngā hononga ā-iwi	Māori	100%
Te wā i te kōhanga reo te rōpū arotake	Whiringa-ā-rangi 2018
Te wā o tēnei pūrongo	10 Kohitātea, 2019
Ngā pūrongo o mua a Te Tari Arotake Mātauranga	Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga	Hakihea 2014 Hakihea 2011 Hui-tanguru 2008

1 Context

E whakaatu ana i te mana o te whānau, o te hapū me te iwi ki te atawhai te mokopuna.

Te Kōhanga Reo o Waitara is in Taranaki. Over the years, growing community demand has meant that the whānau have had to extend the kōhanga reo to meet this need. The design and growth of the kōhanga reo reflects the commitment of whānau and kaimahi to providing a rich learning environment for their children.

2 The Evaluation Findings

How well do children express who they are as Māori?

Children express who they are as Māori with growing confidence.

Ngā Taumata Whakahirahira

Children receive meaningful language learning experiences. Learning the language of Taranaki is a priority in the kōhanga reo. Children are exposed to the language specific to their iwi. Kaimahi use a variety of ways to build children’s understanding and use of te reo Māori. These include karakia, waiata, whakaari and general conversations and questions with children during the day. Children enjoy regular one to one with kaimahi. Kaimahi support children’s language development through the use of prompts while children recite their pepeha. They also provide children with correct structures as they learn te reo Māori. Children are developing as speakers of te reo Māori.

Children learn in an environment that fosters whanaungatanga. Kaimahi provide children with emotional assurance, attention and purposeful interactions. Children show aroha and manaaki towards each other. Visits to the marae reinforce valuable connections for children. They experience relationships based on whakapapa. Children observe concepts of manaaki and tiaki as manuhiri are welcomed. Kaimahi encourage tuākana tēina relationships amongst children. Older children are mindful of the tēina throughout the day. They are able to maintain pleasant relationships with peers and adults. Children are settled.

Children’s identity is affirmed in their learning. Local knowledge provides the basis for learning. The stories of Parihaka are significant and contribute to valuable learning experiences for children. Kaimahi ensure children attend local events such the Maui Pōmare Day, Te Āti Awa Rangatahi Wānanga, Māori national surfing competitions and kapa haka. Children learn about marae and their links to the wellbeing of iwi. The formalities on marae support children’s understanding of their place as tangata whenua. Kaimahi plan for children to visit local landmarks and important iwi sites. Children are developing good understanding of who they are and who they belong to.

Children are encouraged to be active explorers. Kaimahi ensure children are provided opportunities to experience both the natural and physical environments. Children are actively involved in the planting and harvesting of kai from their māra. They learn about atua Māori and the influence they have on nature and people. Children are encouraged to follow their interests. This allows them to have control over their changing interests and curiosities. Specific activities are set up by kaimahi. Children explore colour, shapes, science, numeracy and literacy. They enjoy these formal learning times. Children are active learners.

Planning and Evaluation

Whānau manage the operations of their kōhanga reo very well. Self-review processes are in place. Monthly hui are held regularly. These hui focus on the needs of whānau to grow knowledge of Te Korowai and Te Whāriki, and the effectiveness of practice for children. The whānau have revised their strategic and management action plans to accelerate the growth of children and build whānau capacity in te reo Māori. The high standard of administration has been maintained since the previous ERO review. All health and safety policies and procedures are maintained.

Kaimahi have processes in place for programme planning, assessment and evaluation. Children’s learning is well planned for. Content, strategies and resources are clearly identified. Regular programme evaluation is used by kaimahi to monitor and modify the quality of the programme when necessary. Children’s assessment shows what children are learning and their progress. The whānau are well informed of how well the learning programme meets the needs of their children.

Key Next Steps

The whānau have identified that the appraisal of kaimahi requires greater attention. It is now time for the whānau to consider what professional development is required to continue improving kaimahi practice for children.

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 Recommendation

ERO and the Kōhanga Reo whānau developed the following recommendation:

• The whānau strengthen the appraisal process for all kaimahi.

When is ERO likely to evaluate the kōhanga reo again?

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

Charles Rolleston Toka ā-nuku

10 January 2019

Information about the Kōhanga Reo

Location	Waitara
Ministry of Education profile number	52705
Kōhanga Reo Identification Number	07A001
Licence type	Te Kōhanga Reo
Licensed under	Education (Early Childhood Services) Regulations 2008
Number licensed for	50 children, including up to 16 aged under 2
Kōhanga Reo roll	37 children, including 5 aged under 2
Gender composition	Girls 15 Boys 22
Ethnic composition	Māori		100%
Review team on site	November 2018
Date of this report	10 January 2019
Most recent ERO report(s)	Education Review Education Review Education Review	December 2014 December 2011 February 2008

1 Te Aromātai a te Tari Arotake Mātauranga

E ai ki te tauāki taketake o Te Kōhanga Reo o Waitara, ka manaaki te whānau i ā rātou tamariki, ka whāngai hoki i te mātauranga ki ā rātou tamariki, mā tētahi taiao rumaki reo Māori. Ka whakarato te whānau mō ngā matea me ngā ngākau nuitanga o ia tamaiti, mā te whakamahi i ngā tino rautaki, ā, mā te whakarato hoki i tētahi hōtaka akoranga ka whakahihiri, ka whakawero anō hoki i a rātou. He nui ngā tūmanako o te whānau mō ā rātou tamariki, ā, ka noho pūmau hoki ki te whakaaro, he taonga marihi, ahakoa ōna tau, ōna iwi, tōna ira tangata, me ōna āheinga.

Ko te mokopuna he taonga tino whakahirahira ahakoa ōna tau, tōna whakapapa, tōna ira tangata, me ōna pūmanawatanga.

E whakahaerehia ana te kōhanga reo ki te wāhanga hou o tōna whare, ki te taha o te marae o Ōwae, ki Waitara. Nō te tau 1982 te kōhanga reo i whakatūwhera tuatahi ai, ki te whare karakia Māori o te Hāhi Mihingare, ki te tiriti o Princess. Ko te ingoa o te kōhanga reo tuatahi, ko Te Tīmatanga. I whakaingoa te whānau i te wāhanga hou o tō rātou kōhanga reo, ki te ingoa Rutakinuku, hei whakahōnore i ō rātou kaumātua, i te whānau hoki i takoha ai te whenua mō te kōhanga reo.

Mai i te arotake o mua, kua whakapau kaha te whānau ki te whakapai i ngā wāhanga katoa o te whakahaeretanga, ngā whakaritenga, ngā rawa me ngā papa o tō rātou kōhanga reo. Ko ngā whakawhanaketanga kua āta whakamaheretia, ā, kua āta aroturukitia hoki. Ka whai rautaki te whānau, ā, ka arotahi anō hoki ki ngā whakapai tonutanga, huri noa i te kōhanga reo. He mārama tā rātou mahere e mau nei i ngā whāinga o te wā roa me te wā poto. Ko ngā painga mō ngā tamariki kei te tino pūtake o ngā whakawhanaketanga ki te kōhanga reo.

He ātaahua te taiao akoranga i āta whakaritea mō ngā tamariki, ā, he whakahihiri hoki. He maha ā rātou whai wāhitanga ki te ako ngātahi me te tupu ngātahi, ki te taha o ō rātou mātua, tō rātou whānau, ngā kaimahi, me ētahi atu. Ka hāpai aua wheako i te ako a ngā tamariki i te reo Māori, ngā tikanga Māori, me ngā tino uaratanga, ngā kawa hoki, mā ngā huarahi whakahihiri e whai pūtake ana. Ka tino kitea te hōhonutanga o te Mana Whenua ki tō rātou taiao ako. He manawa whakahī tō te whānau, nā te ako tonu o ā rātou tamariki ki ō rātou ake kāinga, ki te hapori hoki. E whakapono ana te whānau, he hāneanea, he harikoa hoki ā rātou tamariki ki te kōhanga reo, ā, e tino atawhaitia ana hoki.

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.

Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga Māori me te whānau.

I whakaritea e te whānau ko tāna kaupapa arotahi mō tēnei arotake, ko:

• Mana Whenua.

Ko te katoa o ngā arotake mātauranga ā te Tari Arotake Mātauranga Māori i roto i ngā kōhanga reo e arotahi ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga Māori, 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 Māori i roto i ēnei wāhanga, kei raro iho nei.

3 Ngā Whakaaturanga

Mana Whenua

He whakamārama

He pēhea te āta whakaatu a ngā tamariki i tō rātou māia, i tō rātou aronga toi whenuatanga anō hoki?

He māia, he harikoa hoki ngā tamariki ki te kōhanga reo me te marae.

Ngā wāhanga e pai ana te whakahaere

Tōku reo, tōku ohooho Tōku ahurea, tōku whakakai mārihi Tōku tuakiritanga, tōku māpihi maurea

E ako ana ngā tamariki ko wai rātou, nō hea rātou, ki tētahi taiao whakaongaonga. E ako ana rātou i te reo Māori me ngā tikanga o Taranaki. Ko ngā kākahu ōkawa e whakamau ana e ngā tamariki mō ngā pōwhiri. Ka whakamau ngā kōtiro i ngā panekoti roa, pango hoki, me ngā tīhāte whero o te kōhanga reo, ā, ka whakamau ngā tama i ngā tarau roa, pango hoki. Ko te kōhanga reo tētahi horopaki tūturu mō ngā tamariki. a, i konei rātou ako ai i tō rātou reo, te ahurea, me te tuakiri.

Ka atawhai, ka whakaaro nui hoki ngā tamariki ki waenga i a rātou anō, ki a rātou mā hoki e noho pā tata ana ki a rātou. Anō te pai, te āhuareka o te noho tahi a ngā tuākana me ngā teina.

He maha ngā whai wāhitanga mō ngā tamariki ki te tākaro me te mahi takitahi, ki te piri atu rānei ki ō rātou hoa. He tino hononga ā-whānau tō ngā tamariki o te kōhanga reo. Ka whakapakari tēnei i a rātou ki te whakawhanake i te tino whakaaro nui, te whakaute hoki mō te tangata. Ka whakanuia te whanaungatanga me te manaakitanga.

He pārekareka ki ngā tamariki te whānuitanga o ngā tūmomo taumahi ako. Rongo ai rātou i te reo ā-iwi o te kāinga nei i ngā wā katoa. He muramura ngā mahere, ngā kōwaiwai pakitara, ngā rauemi reo, me ngā taumahi e tino whakaatuhia ana, ā, e hāpai ana i te whakaako me te ako. E wātea ana ki ngā tamariki ngā tino rauemi ako hei whakahihiri i a rātou. E āhei ana rātou ki te whakatau i ā rātou ake whakaritenga, me te kawe hoki i ā rātou mahi, ā rātou tākaro, puta noa i te rā. He pārekareka ki ngā tamariki tō rātou kōhanga reo.

Ka tino tautokona ngā tuākana me ō rātou whānau, kia ngāwari ai te whakawhiti atu ki te kura. Kua āta whakaritea tētahi hōtaka e kīia nei, ko te Tuakana Learning Pod, ā, ka whakariterite i ngā tuākana mō te kura. He whakahihiri, he nui hoki ngā rauemi ki taua pokapū. Ka waia haere ngā tamariki ki te hanganga ake o te akomanga o ngā kōhungahunga ki te kura.

He mārama ngā wawata o te whānau me ngā kaimahi mō ā rātou tamariki. Ka whakamārama rātou i ō rātou wawata mō ā rātou tamariki, arā, kia:

• kōrero i te reo Māori i ngā wā katoa, ā, kia mārama hoki ki ngā tikanga
• whakaaro nui mō ētahi atu, ā, kia whakaatu hoki i te aroha
• pai ngā pūkenga whakawhiti kōrero, whakahoahoa hoki
• pakari tā rātou whai atu i ngā tūmomo wero katoa
• eke angitu rātou, i roto i te mātauranga, te ahurea, me ngā hākinakina
• tau, kia ngāwari noa te whakawhiti atu ki te kura
• tū pakari, kia tū māia hoki nā runga i te mōhiotanga ki tō rātou tuakiri, tō rātou reo, tō rātou ahurea hoki.

Te wāhanga hei whakawhanake

He maha ngā wā ka whakamahi ngā tamariki i te reo Pākehā ki waenga i a rātou anō, ki ngā kaimahi, ā, ki te whānau hoki. Ko tā ngā kaimahi me te whānau wero, ko te ū ki tētahi taiao rumaki reo. He hōtaka whakahihiri tā ngā tamariki, puta noa i te rā. He maha ngā whai wāhitanga mō ngā kaimahi me te whānau ki te whakawhanake me te whakapiki i te whakamahinga o ngā tamariki i te reo Māori, i roto i ā rātou mahi katoa.

Te Whakamahere me te Aromātai

Ngā wāhanga e pai ana te whakahaere

He aronga mārama tā te whānau ki te whakawhanake i te ārahitanga ki ngā taumata katoa o te kōhanga reo. Ka āta whakawhanake i te ārahitanga, ka whakamana, ka whakakotahi anō hoki. Kei ētahi mema matua te kawenga nui ki te ārahi i te kōhanga reo. He kawenga nui tā tēnei mahi, ā, ka whakatauira anō hoki i te pūmautanga ki te kaupapa. E mōhio ana te whānau, ka whai pūtake nahanaha ā rātou mahi mō te kōhanga reo, ā, he kawenga nui hoki mō ngā putanga me ngā painga ka riro i ā rātou tamariki.

Ka whakanui ngā kaimahi i te kaha o tō rātou Heamana ki te ārahi. Ka kitea hoki te kaha o te kaiwhakahaere ki te ārahi. Ka whakatauira te whānau me ngā kaimahi i te pūmautanga mutunga kore ki tō rātou kōhanga reo. Ka ngākau nui rātou ki ā rātou mahi, ā, ka arotahi ki ā rātou tamariki me te kaupapa o te kōhanga reo.

He nahanaha te āta whakawhanake haere i te kōhanga reo, ā, ka tino whakamaheretia anō hoki. Ka whakatutuki, ka whakapūmau hoki te whānau i ngā tino taumata e tika ana ki te whakaputa i ngā tuhinga matua. He mātau te kaiwhakahaere i roto i āna mahi whakahaere tari, ārahi hoki. He nui āna taumata ngaio, ā, ka whakaputa ia i ngā tuhinga e hāngai pū ana, e whai pūtake ana hoki, ā, he ngāwari hoki te whakamahi. Ka hāngai pū ngā tino wāhanga ki Te Korowai me ngā tikanga herenga ā-ture. Ka kitea te arotake whaiaro ki ngā meneti a te whānau me ngā kaimahi. Ko te aroturuki me te arotake i ngā whakawhanaketanga o te kōhanga reo te tūāpapa mō ngā mahi a te whānau me ngā kaimahi ki te whakarite i ngā whakataunga. Kei te whānau te āheinga ki te whakapūmau, te aroturuki, me te arotake anō hoki i te āhua o ā rātou mahi, i a rātou e oke ana ki te whakapai tonu.

Kua whakahāngaitia ngā hōtaka akoranga a ngā tamariki, hei whakatutuki i ngā matea ako me ngā ngākau nuitanga o ia tamaiti me ngā rōpū reanga hoki. Ka whakatau ngā kaimahi me te whānau ki tēnā e whai pānga nui ana ki ngā akoranga me ngā wheako a ngā tamariki. Ka arotake, ka whakawhiti kōrero hoki ngā kaimahi i te hōtaka, i ia te wā. Ka whakapuaki ngātahi rātou i tēnā e mōhiotia ana mō te whakawhanaketanga o ia tamaiti. He matawhānui ngā pūrongo e pā ana ki ngā tamariki i ia wāhanga. Hei tāpiri atu ki ērā ko ngā pūkete paki ako e whai hua ana hei kaupapa kōrero mā ngā mātua me ngā kaimahi. E whakapono ana te whānau, kei te whiwhi ngā tamariki i ngā hōtaka akoranga e kōkirihia ana e rātou anō.

He nui ngā taumata me ngā tūmanako o te whānau mō tētahi taiao e whakaongaongatia ana. He ātaahua, he hāneanea, he mā hoki te whakatakotoranga pai o ngā wāhanga katoa o te kōhanga reo. E tika ana hoki te whakaritenga pai o te kīhini me ngā wāhi kai mō ngā tamariki me te whānau. Ka āta tiaki te whānau i ō rātou rawa, ō rātou whare hoki. Ko te hauora me te waiora ā-tangata, ā-tinana hoki o ngā tamariki me te whānau, tētahi kaupapa matua.

Ngā wāhanga hei whakawhanake

Kei te tīmata noa te whānau ki te whakawhanake i te hōhonutanga ake, te whānuitanga ake hoki o ā rātou tukanga e pā ana ki te arotake whaiaro. Ahakoa te pai o ngā tuhinga e pā ana ki ngā meneti me ngā pūrongo, he hiahia tonu tō te whānau ki te whakapakari ake i tō rātou āheinga, kia whai hua ake ai te arotake i te āhua o ā rātou mahi me ngā whakaritenga. Kei te whakarite rātou ki te toro atu ki te tautoko mātanga, hei hāpai ake i tō rātou māramatanga ki te whai pānga nui, te hua anō hoki o te arotake whaiaro me te aromātai whaiaro.

Ka hāngai nui ngā pūkete a ngā tamariki ki ā rātou akoranga, tō rātou whakawhanaketanga anō hoki ki ngā tūmomo kaupapa ako. Tāpiri atu ki tēnei, he tino mōhiotanga, he tino māramatanga anō hoki tō ngā kaimahi ki ngā pūmanawa, ngā ngākau nuitanga, me ngā matea o ia tamaiti. Kāhore ngā kaimahi e whakapuaki ana i aua mōhiohio ki waenga i a rātou anō, kāhore rānei e whakamahi ana i te mōhiotanga ngātahi o te katoa ki ngā tamariki, i a rātou e pūrongo ana ki te whānau.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

Te Tirohanga Whānui

I mua o te arotake, i whakakīia e te kaipupuri raihana, te whānau, me ngā kaimahi o te kōhanga reo tētahi Tauāki Kupu Tūturu a te Kōhanga Reo kua Raihanatia, o Pipiri 2013, me tētahi Rārangi Tātari Whaiaro mā te Tari Arotake Mātauranga. 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 whakahaeretanga 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 whānau ki te:

• ū tonu ki ngā tūmanako nui me ngā taumata nui, puta noa i ngā wāhanga katoa o te whakahaeretanga me te whakaritenga o te kōhanga reo
• tūhura i ngā rautaki e whai hua ana ki te whakaako me te ako i te reo, hei hāpai ake i te whakawhanaketanga me te whakamahinga o te reo Māori.

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 whā.

Lynda Pura Watson

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

19 Hakihea 2014

1 The Education Review Office (ERO) Evaluation

The mission statement for Te Kōhanga Reo o Waitara states that the whānau will care for and educate their children in a total immersion Māori environment. The whānau will provide for the individual needs and interests of children by using positive strategies and by providing an exciting and challenging learning programme. The whānau have high expectations for their children and a strong commitment to the child as the greatest treasure regardless of age, iwi, gender and ability.

Ko te mokopuna he taonga tino whakahirahira ahakoa ōna tau, tōna whakapapa, tōna ira tangata me ōna pūmanawatanga.

The kōhanga reo operates from its new building extension located alongside Owae Marae, in Waitara. It first opened at the Māori Anglican Church on Princess St, in 1982. The original kōhanga reo was named Te Tīmatanga. The whānau dedicated the new extension Rutakinuku to their kaumātua, and in recognition of the whānau who gifted the land for the kōhanga reo.

Since the previous review, the whānau have worked hard to improve all areas of their kōhanga reo operations, practices, premises and grounds. The developments have been well-planned and monitored. The whānau are strategic and focused on further improvements around the kōhanga reo. They have a clear plan with long term and short term goals. The best interests of children are at the forefront of kōhanga reo developments.

The children have an attractive, exciting and well organised learning environment. They have many opportunities to learn and grow together, alongside their parents, whānau, kaimahi and others. These experiences help the children to learn te reo Māori, tikanga Māori and important values and practices, in meaningful and interesting ways. Their learning environment is steeped in Mana Whenua. Whānau are proud that their children continue their learning at home and in the community. Whānau are confident that their children are comfortable, well-cared for and are happy at kōhanga reo.

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 Whenua.

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 Whenua

Background

How well do children show they are confident and have a sense of belonging?

Children are confident and happy at the kōhanga reo and on the marae.

Areas of good performance

Tōku reo, tōku ohooho

Tōku ahurea, tōku whakakai mārihi

Tōku tuakiritanga, tōku māhipi maurea

Children are learning about who they are and where they come from in a stimulating environment. They are learning te reo Māori, te reo and tikanga of Taranaki. Children wear formal dress for pōwhiri. The girls wear a simple long black skirt with red kōhanga reo t-shirts, while the boys are dressed in black long pants. The kōhanga reo is an authentic context where children can be themselves, and learn about their language, culture and identity.

Children are kind and thoughtful towards each other and to those around them. Children display positive tuakana, teina interactions. Children have many opportunities to play and work on their own or with their peers. Children have close family ties within the kōhanga reo whānau. This supports their confidence to develop a genuine sense of care and respect for people. Whanaungatanga and caring relationships are promoted.

Children enjoy a wide range of learning activities. They consistently hear te reo Māori in the dialect of local iwi. The bright, well-displayed charts, murals, language resources and activities support teaching and learning. Children have access to a variety of high interest learning materials. They are able to decide and take responsibility for their work and play throughout the day. Children enjoy their kōhanga reo.

Tuakana and their whānau are well supported to make a smooth transition to kura. The Tuakana Learning Pod is a structured programme where tuakana prepare for kura. The pod is interesting and well resourced. Children become familiar with the formal environment of a new entrant classroom.

Whānau and kaimahi have clear aspirations for their children. They describe their aspirations for their children to:

• speak te reo Māori at all times and understand tikanga
• be compassionate and show aroha
• have good communication and social skills
• confidently take on all challenges
• successfully gain academic, cultural and sporting excellence
• have a comfortable and seamless transition to kura
• be resilient and confident in their identity, language and culture.

Area for development

Children often use English with each other, with kaimahi and with whānau. The challenge for kaimahi and whānau is to maintain a total immersion environment. The children have an exciting programme throughout the day. There are many opportunities for kaimahi and whānau to develop and increase children’s use of te reo Māori, in all that they do.

Planning and Evaluation

Areas of good performance

The whānau have a clear focus on developing leadership at all levels of the kōhanga reo. Leadership development is deliberate, empowering and inclusive. Key members are entrusted to lead the kōhanga reo. This leadership assumes responsibility and models commitment. Whānau know that getting things done for the kōhanga reo has a strategic purpose and demands accountability for outcomes and results for their children.

Kaimahi acknowledge the leadership strengths and guidance of their Chairperson. The Kaiwhakahaere demonstrates high levels of leadership. Whānau and kaimahi model an unwavering commitment to their kōhanga reo. They love what they do and focus on their children and the kaupapa of kōhanga reo.

Kōhanga reo developments are strategic, deliberate and well-planned. The whānau produce and maintain high standards in the production of important documentation. The Kaiwhakahaere is meticulous in her administrative and leadership role. She has high professional standards and produces documentation that is relevant, meaningful and user-friendly. Key areas align to Te Korowai and the legislative requirements. Self review is evident in whānau and kaimahi minutes. Monitoring and reviewing kōhanga reo developments are the basis for sound decision-making by whānau and kaimahi. Whanau have the capacity to sustain, monitor and review their performance as they strive to further improve.

Children’s learning programmes are tailored to meet individual and age group learning needs and interests. Kaimahi and whānau decide what is important for children to learn and experience. Kaimahi review and discuss the programme regularly. They share what they know about individual children’s development with each other. Children have comprehensive reports each term. In addition, their profiles contain learning stories that are useful discussion points for parents and kaimahi. Whānau are confident that children receive interesting child-centred programmes of learning.

The whānau have high standards and expectations for a stimulating environment. All areas of the kōhanga reo are attractive, comfortable, clean and tidy. Well organised kitchen and dining areas cater for both children and whānau. Whānau take pride in their facilities and premises. The health, social and physical wellbeing of children and whānau are a priority.

Areas for development

Whānau are at the early stages of developing more depth and breath in their self review processes. In spite of well-documented minutes and reporting, whānau are keen to build their capacity to more effectively review their performance and practice. They plan to access specialist support to help them better understand the importance and value of self review and self evaluation.

Children’s profile books highlight their learning and development in different kaupapa ako. In addition, kaimahi have intimate knowledge and understanding about each child’s strengths, interests and needs. Kaimahi do not share this information with each other or used their collective knowledge of children to report to whānau.

4 Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of the kōhanga reo completed an ERO Kōhanga 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 ERO recommends that the whanau:

• maintain high expectations and standards across all areas of kōhanga reo operations and practice
• explore effective language teaching and learning strategies to further support children’s te reo Māori development and use.

When is ERO likely to review the kōhanga reo again?

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

Lynda Pura Watson

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

19 December 2014

About the Kōhanga Reo

Location	Waitara
Ministry of Education profile number	52705
Type	Kōhanga Reo
Number licensed for	50 including 16 under 2 years old
Roll number	35 including 8 under 2 years old
Gender composition	Girls 19 Boys 16
Ethnic composition	Māori 34	100%
Review team on site	5 November 2014
Date of this report	19 December 2014
Most recent ERO reports	Education Review Education Review Education Review	December, 2011 February, 2008 September, 2003